Experience of teaching experiment in the last semester of junior year In 2022 (the first volume), I completed the second basic organic chemistry experiment in four years, which may be the last organic experiment of my undergraduate course. These two semesters of basic organic chemistry experiments have brought me great gains.
First of all, the basic organic chemistry experiment taught me how to use a variety of experimental instruments, exercised my basic experimental skills, and taught me a lot of organic matter treatment, which is very different from inorganic experiments. As an undergraduate majoring in organic science, this is also a must. At the same time, experiments on different reactions are more helpful for us to understand the properties and reaction mechanism of reactants and products, and also helpful for the study of organic chemistry. The spectral analysis of organic matter further exercises our comprehensive skills, which is the cross-combination of organic chemistry experiment and basic organic chemistry, physical organic chemistry, organic structure analysis and other disciplines, and exercises our ability to comprehensively analyze problems. Independent practice experiments have enhanced our awareness of independent learning and summarization. This laid the foundation for our future scientific research and study. In addition, I was honored to study basic organic chemistry experiments for two semesters as a student of Mr. Cha Zhenggen. I was deeply impressed by Mr. Cha Zhenggen's serious and responsible teaching attitude. In the process of students' experiments, he will observe and point out students' experimental operation mistakes and urge them to correct them. Teacher Cha Zhenggen's teaching attitude is also very rigorous and responsible, encouraging everyone to think positively, so that we can fully realize the fun and significance of doing organic experiments. Although we didn't like this kind of teaching at first, it was time-consuming to think and discuss because we were used to doing experiments by books. However, gradually, we found that there are still many problems in the process of the experiment, and some of these problems can be solved or avoided by thinking. At the same time, Mr. Cha Zhenggen also improved some experiments in the textbook, which greatly simplified our experiments and improved the efficiency. There is no great influence on the experimental results, and the experiment is completed effectively, and better products can be obtained.
Finally, I would like to thank Mr. Cha Zhenggen and the teaching assistants Meng and Yi for their careful teaching. I believe that these two semesters' experiments are valuable assets in my life.
Teaching experiment demonstration experiment is an important part of physics experiment teaching in middle school. It is an indispensable link to establish physical concepts and laws, understand and master physical knowledge, and at the same time, it can cultivate students' observation ability and thinking ability. For junior high school students, successful demonstration experiments are easier to enliven the classroom atmosphere and stimulate students' enthusiasm for learning. Let me talk about some experiences in the research process:
1. Innovative teaching AIDS for physics demonstration experiments can enhance the demonstration effect, increase the visibility of the demonstration and stimulate students' interest in learning physics.
Demonstration experiment has an irreplaceable role in other teaching methods. In order to increase the demonstration effect and the visibility of the experiment, I made some attempts in the actual teaching and achieved good results. For example, when demonstrating the series-parallel circuit, I made a large demonstration board and ultra-long wires, arranged the battery box, switch, lamp holder and light bulb scientifically, hung them on the blackboard, and connected them to the demonstration ammeter on the desktop through the long wires, which was eye-catching and generous, and the whole class could see clearly, and the circuit connection was clear at a glance, making the demonstration more convenient.
2. Implement the teaching method of small experiment and small production.
In daily teaching practice, I realize that through the completion of small experiments and small productions, students' interest in learning physics knowledge can be stimulated and their enthusiasm for learning can be mobilized. The characteristics of physics determine the difficulty of students' learning physics, which leads to some students' fear and weariness of learning physics. If we can improve classroom teaching and experience the fun of making and practicing by ourselves, we can inspire their confidence in learning physics well. Such as pinhole imaging camera, periscope, telescope, simple balance, motor, etc. It can not only train students' hands-on production ability, but also cultivate the habit of thinking with their brains and the ability of innovation.
3. Innovative experimental teaching methods
Pay attention to guiding students to observe the experiment, which is the first step. In order to make students form the habit of careful observation and cultivate their observation ability, teachers should first let students observe freely. After observing for a period of time, the teacher will ask questions again. There must be some students who don't observe properly. Teachers can guide students to observe again, which will definitely deepen their impression. In addition, some experiments with high success rate can also be demonstrated by students to improve participation.
In a word, the innovation of demonstration experiment can make students learn to learn and increase the opportunity of exercise. In the future work, we should constantly think and innovate, so that demonstration experiments can make greater contributions to teaching.
Experience of Teaching Experiment 2022 (Part III) Inquiry experiment is that students carry out their own observation experiments with questions, and explore, discover and acquire new knowledge during the experiment. It is the main way to cultivate students' scientific inquiry ability, and on this basis, develop students' cooperation ability, practice ability and innovation ability. Therefore, inquiry experiment has a very important position and significance in junior high school biology teaching. Now I will talk about my own experience in inquiry experiment teaching.
First, do it yourself and stimulate interest.
For example, "Exploring the influence of temperature on the life of molds" is not difficult for students in terms of knowledge background, materials and appliances, and organizing experiments is not affected by experimental equipment and equipment. Teachers must organize students to do it by themselves. From the original intention of experimental design, students are not required to strictly complete the seven steps of scientific inquiry, but to experience the basic process of scientific inquiry. As long as the designed experimental scheme is operable, students should be encouraged to try boldly. Let different groups explore the influence of different variables on the life of the mold, which not only develops students' thinking of seeking differences, but also stimulates students' interest in experiments. It's just that this activity needs nearly a week's observation time, so we should arrange time for students to exchange experimental phenomena and conclusions throughout the activity. A student has a sense of success; The second is to let students experience the complete inquiry process and lay the foundation for the later study.
Second, standardize the basic procedures of inquiry experiments.
No matter what you learn, the method is the most important, and so is the inquiry experiment. In practical teaching, many teachers pay attention to the memory of the seven steps, ignoring the causal relationship and thinking order between the seven steps; Pay attention to the integrity of the inquiry process and ignore the independence of each step. Therefore, teachers should pay attention to the combination of exploratory experiments and textbook examples, so that students can understand the meaning of each step and the relationship between steps, thus establishing a complete order of inquiry thinking. To do this, teachers should also consciously design intensive training for a certain step to eliminate students' fear of difficulties.
Third, scientific training.
Cultivate students' inquiry ability. Without inquiry, there is no innovation. No training, no ability. To really cultivate students' inquiry ability, we must have scientific training.
1 is an inquiry experiment to complete the arrangement of teaching materials and cultivate students' inquiry ability from perceptual knowledge. Of course, we can completely change the experimental materials or redesign them according to the experimental purpose. For example, the experiment of "dissecting and observing chicken wings" aims to let students discover that tissues constitute organs. We can use oranges instead of chicken wings, which is cheap and good, and the effect is the same.
2. Train students' inquiry thinking based on the formation of test questions and cultivate students' inquiry ability from rational understanding. At present, there are many questions about the cultivation of students' inquiry ability, but it is best to choose inquiry questions with students' existing subject knowledge as the background, and students are more interested. Teachers can also write training questions according to the biological knowledge, facts and materials that students are familiar with.
Teaching Experiment 2022 (Part IV) This time, I was fortunate enough to participate in the study and training of the backbone teachers of physical chemistry experiments in Quanzhou Middle School, which undoubtedly provided a rare learning opportunity for the improvement of our teachers' professional quality. As a biology teacher, I have benefited a lot. Let me take a close look at the teaching styles, profound teaching skills and exquisite teaching art of several teachers. Although the level and style of teachers are different, there are many places worth learning in each class. Let me talk about my learning experience in this respect: biology is a natural science based on experiments, and the development of modern biological science especially depends on scientific experiments. In biology teaching, practical links such as experiment, study and observation play a vital role in mastering biological knowledge, scientific methods, cultivating practical ability and forming scientific quality. It is for this reason that since we started to contact the subject of biology, there has been a biological experiment course to exercise our various abilities. However, it is true that I have attended all kinds of biological experiments, and I feel more deeply how much the comprehensive experiments of modern biotechnology have influenced me.
First of all, we must mention the experimental requirements put forward by Teacher Herry Liu and Teacher Long. The unique experimental arrangement shocked me after listening to it, because since junior high school, even during the first three years of college, no teacher asked us to do experiments in the laboratory outside the experimental class time arranged by the school. Of course, this is probably closely related to the content arrangement of our biotechnology experiment. For a long time, we have followed the rules of curriculum accurately, but Mr. Liu has played down and danced to break many things hanging over our heads.
"Cage" in 2008. Sometimes, I even wonder, with the breaking of this thinking limitation, will it also inspire our wings called imagination, so that we can soar in the world of knowledge. Ok, don't digress, I still need to bring back the theme I experienced-experiment! In the first class, the teacher explained in detail a series of experiments that need to be completed this semester. It's all interlocking, closely embedded, and a little bit of pressure, but we are more anxious and excited. We can't wait to start at once, rely on what we have learned, and finish the experiment seriously, and finally we can see gratifying results. In this way, the long journey of our modern biotechnology comprehensive experiment began in the second week. Because the teacher has no rigid requirements on the experimental time, we drill into the laboratory as soon as we have time, which is less than the previous experimental class. Due to the lack of some experimental instruments, students push and shout every time they do experiments, which leads to the loss of experimental interest. As a result, the attitude of doing experiments became more and more lax, and even he simply stepped down. After several experimental classes, I lost my enthusiasm. However, according to the proposal of two teachers, Liu and Long, everyone did the experiment in different periods, which made the time of using instruments stagger, reduced the noisy scene of competing for instruments or drugs, and the experiment became much smoother. The teacher will be considerate of some busy students, write down the steps and precautions they are likely to do in the experiment, the items and requirements of the next experiment on the blackboard, and then start wandering among the busy students. Observe our experimental operation, or explain the reasons of our experimental steps from time to time; The role of experimental drugs; How to get better results; The reason why the experiment didn't get good results or failed. But with the development of the experiment, more often, after reading the experimental steps required in the book, we pester the teacher, surround him and ask him various questions about the experiment. Even though the same question was asked many times, the teacher answered our question with a kind smile. His approachability and.
Careful teaching, his arrogance, patience and smile deeply touched every student in the experiment.
In fact, this is the highlight of his teaching method. Independent experiments force us to savor the steps carefully. All kinds of problems in the experiment need us to think about how to eliminate and continue the experiment; The unsatisfactory experimental results force us to carefully review any details of the experiment and find out the problems, and also require us to deeply understand the mechanism of the experiment, the reasons for drug use, the requirements of experimental operation and so on. These experiences that I have gradually accumulated through my own hands and brain have never been obtained before. At that time, I only knew to follow the steps written by the teacher and the book, and I didn't care why, so I didn't explore the experiment, and what I could learn naturally decreased.
These are some of my experiences in the comprehensive experiment of modern biotechnology in the past week. I hope that in the next work, I can gain more experience from here, apply my study to other experiments and even study life, expand my knowledge, broaden my horizons, enrich my background and strengthen my ability. I dare not claim to be a first-class talent in the field of biology in the future, but only encourage myself to be an ordinary biology teacher who lives up to expectations and is useful to the people.
Experience of Teaching Experiment 2022 (Part V) The dynamic circuit of electrical part appears frequently in the senior high school entrance examination in recent years, and its importance is self-evident. But also as the last line of multiple-choice questions, the difficulty can be imagined. Therefore, in the classroom, we can attract students' attention by introducing links, and ask students to summarize the methods by analyzing classified examples, and then apply the methods to solving practical problems.
The dynamic problems of the circuit include the change of the position of the slider P of the sliding rheostat, the change of the electric physical quantity in the circuit, the change of the switch on and off, and the circuit fault.
The goal of this review lesson is to analyze the changes of electrical physical quantities in the circuit caused by the position change of the slider P of the sliding rheostat.
The main content of this lesson is to study the series circuit and parallel circuit. The change of the position of the slider P around the sliding rheostat causes the change of the electric physical quantity in the circuit.
Junior high school students are in the transition stage from concrete image thinking to abstract thinking, and thinking is still difficult to be divorced from concrete things to a large extent. In the exam, they often encounter the problem of "dynamic analysis" in which the dependent variable changes with the independent variable. If students don't master the basic analytical methods, they will easily reason out of thin air, leading to misjudgment or inability to judge. By introducing "analysis method of dynamic circuit", students can find out the misunderstanding of circuit analysis, so as to better analyze dynamic circuit. Students know the series and parallel circuits under static conditions, and will use ohm's law to analyze static circuits. Dynamic change is brand-new to students, how to internalize this brand-new knowledge into students' own knowledge. In the teaching process, starting with the basic laws of series circuit and parallel circuit and ohm's law that students are familiar with, the causes of resistance are clarified, and then the changes of current and voltage are obtained from ohm's law. Let students know the proper basis and basic processing methods of judgment, and have a better understanding of "dynamic analysis problems" and the correct rate of judgment will be greatly improved. This is also the embodiment of the truth that it is better to teach people to fish than to teach people to fish.
In this lesson, when explaining examples, the analysis methods of series circuit and parallel circuit are discussed respectively. In the explanation of the series circuit analysis method, judging the objects measured by ammeters and voltmeters, judging the change of total resistance according to the sliding vane movement of sliding rheostat and the resistance characteristics of series circuit R=R 1+R2, and judging the change of current according to I = X, these students have a good grasp. It is not very good to judge the voltage change at both ends of the constant resistance (small bulb) mainly according to U 1=I 1R 1. Finally, it is not good to judge the voltage change at both ends of the sliding rheostat according to the voltage characteristic of the series circuit U=U 1+U2.
In the analysis method of parallel circuit, when analyzing the change of electrical representation in parallel circuit, because the voltage at both ends of each branch of parallel circuit is equal to the power supply voltage, it is easy to grasp that the indication of voltmeter should be kept unchanged first. Because each branch of parallel circuit is independent and does not affect each other, the change of current in each branch can be judged according to ohm's law, and the wrong formula will be applied in the analysis of ohm's law. Finally, according to the analysis of I=I 1+I2, the change of main current is obtained. The key point is to distinguish the object of electric meter measurement, and it is difficult for students with complex circuits to distinguish the object of electric meter measurement.
The teaching effect embodied in the exercise design is good, and the exercise is an example training, and the method of analyzing dynamic circuits is obtained in the explanation of the example. At the same time, students' analytical methods are consolidated through exercises, so that students can master the analytical methods of this lesson in doing problems.
The disadvantages of this lesson are:
(1) The content selected in the research process is so difficult that few students can really understand it in class.
(2) Lack of teaching ability and students' classroom training time.
(3) In the process of dynamic analysis, there are many methods to judge some physical quantities, but due to time, there is still a lack of guidance in this respect.
(4) In the classroom teaching, students still don't let go of the summary method, and too much guidance leads to insufficient time for students' practical problem-solving training.
Experience of Teaching Experiment 2022 (Chapter 6) The teaching experiment of "reading and writing a lot" is put forward to overcome the disadvantages of traditional "single track" teaching, which is centered on classroom, teaching materials and teachers. It takes quality education as the starting point, the principle of "limited time, large quantity, low consumption and high efficiency", and listening, speaking, reading and writing as the main tasks. Guided students to develop actively, established effective teaching standards and a "dual-track" teaching system that ordinary teachers in general schools can implement for ordinary students under general conditions, which greatly improved the quality of Chinese teaching.
Our class conducted a two-year experiment in September of 20xx. Now, the original experimental cycle has arrived. Now I will talk about my own practice in this subject experiment:
First, the general idea
Divide the Chinese teaching time into two parts: the classroom teaching time should not exceed 4/5, strengthen the "double basics", grasp the roots and consolidate the foundation, and complete the basic teaching tasks stipulated in the textbook, which is the first track. The second track is to set up free reading and writing classes with no less than 1/5 hours, so that students can read and write freely with their own textbooks, strengthen students' Chinese practice activities, expand their knowledge and cultivate their Chinese ability. The first track is based on the principle of "I teach you to learn", from teaching to learning to doing; The second track is to read and write freely, and implement "you learn and I teach", from learning to teaching. The two tracks operate organically at the same time, forming a "two tracks" parallel operation mechanism, with defects restricting each other, advantages generating each other and advancing in turn.
Second, the following five aspects of training have been strengthened:
One is listening and memory training, 25 minutes a day; The second is speech training, 25 minutes a day; The third is listening, speaking and writing training, so that students can tell stories and listen to stories, then guide students to say what they understand, and then guide students to write what they understand, thus developing students' thinking in images and inspiring students' innovative consciousness;
The fourth is the training of reading, speaking and writing, which guides students to observe things and life around them and observe pictures. Say what you have observed and then write it down on the basis of what you have said; Fifth, audio-visual reading training, let students watch a patriotic movie every two weeks, say what they see and think, and then try to write it down.
Third, the main approach is:
1, that is, use the morning meeting time to practice oral communication every day. As long as the students see it, they can say it. It can be good deeds, bad behavior in class, national affairs, anecdotes and so on.
2. Keep a diary every day and choose the best class communication.
3. Encourage students to do it themselves, including drawing, small experiments and small production. Students do it first, then write it down;
4. Read, speak and write, let the students read by themselves and write down their own gains and experiences.
Fourth, shortcomings.
1, due to the large class size, students' diaries are not commented one by one, and a small number of students can only rely on their own self-evaluation and self-approval.
2. Students' Chinese foundation is uneven, and the experiment progress is difficult. 3. The collection of books in the school library is limited, so it is difficult to ensure students' extracurricular reading.
Due to my limited level, many puzzles in the experiment are still being explored. After two years of experiments, the Chinese literacy of students in our class has been improved obviously. Most of them can express their thoughts and feelings in written language, and there are also real feelings in their compositions. The above is my experience in this experiment. Please criticize and correct me.