1. Learning the exam outline is the basis of the college entrance examination proposition, which has obvious guiding effect on the college entrance examination, while the exam description is the refinement and explanation of the exam outline. The description of the study exam can clarify the knowledge scope of the exam and the ability level requirements of each knowledge point, and clarify which are the main knowledge of middle school chemistry, which are the contents of marginal disciplines, and which are new or supplementary contents. For the content that is just "understanding", let students read books to solve it. For the content of "understanding" and "comprehensive application", we should make great efforts to explore the law of knowledge, explore the growing point of knowledge and the possible starting point of proposition, especially the new or changed content, which is likely to be the material of the title of the second volume and should be studied in depth. Therefore, it is necessary to study 20 10 Examination Outline and Examination Instructions, and study their changes, including sample questions and reference questions. It is helpful to predict the trend of college entrance examination proposition and grasp the review level. Clear the important and difficult points of review, improve the pertinence of review, reduce the burden on students, reduce the blindness of practice, and get twice the result with half the effort. The syllabus is a ruler, so we should boldly cut down the content of the textbook according to the requirements of the syllabus. 2. Hold the textbook tightly, so as to change the ever-changing college entrance examination questions. Tracing back to the source also comes from textbooks, from the examination of textbook knowledge and ability. The knowledge of college entrance examination reflects the content of textbooks, and the ultimate goal is textbooks. Therefore, we must not give up the foundation and attach importance to teaching while ignoring the teaching materials. The preparation for the college entrance examination must rely on textbooks, reduce the focus, dilute the "hot spots" on the basis, return to textbooks to grasp the main knowledge, establish a knowledge network, accomplish the teaching task in a down-to-earth manner, fully implement the requirements of the syllabus, conscientiously implement every knowledge in the examination syllabus, grasp the connotation and extension of relevant knowledge, and form a solid knowledge system, so as to keep unchanged and adapt to changes. The main knowledge of chemistry required by NMET is (25): (1) atomic structure (2) periodic table of elements (3) molecular structure, crystal type (4) chemical reaction and energy (thermochemical equation) (5) reaction rate and chemical equilibrium (6) electrolyte solution (PH,-ionic equation, hydrolysis, electrolysis, etc. ) (7) Application of redox principle (8) Typical nonmetallic halogen (9) oxygen group element (10) nitrogen group element (1) carbon group element (12) alkali metal (13) magnesium aluminum iron (. Oil ester (17) Organic synthetic materials (18) Quantity and calculation of substances (19) Calculation of chemical formula and structure (20) Calculation of equations (22) Instruments and operations commonly used in chemical experiments (23) Laboratory preparation (24) Inspection, separation and inference of substances (24) 3. Pay attention to learning methods and build a knowledge network. Chemistry is different from mathematics and physics, with many and fragmentary knowledge points, which requires a lot of recitation. But behind the messy and trivial knowledge, there is still a strict knowledge system, and there are rules to follow when solving problems. The ability of chemistry is based on the accumulation of knowledge, so to learn chemistry well, we must first "learn from others" and "live after death first". There are many ways to remember. In review, teachers should guide students to sum up knowledge, tap internal relations, build a knowledge network, and establish solving models of various types of questions, so that when they encounter different types of questions, they can immediately think of different methods. 4. Optimizing teaching methods and improving classroom efficiency has always been our goal. I tried many ways to improve classroom efficiency in the review stage. For example, there is a lot of knowledge about elemental compounds, but there is not much contact on the surface. Therefore, the method of learning before teaching is adopted. After reading the textbook and filling in the knowledge, teachers dig out the internal relations from a deep level, so as to achieve the goal of "linking the former with the latter"; For equilibrium theory, it is abstract and difficult to understand. I used the method of speaking first and then practicing, and carefully analyzed the ionization balance questions in the college entrance examination over the years. According to the different knowledge points and entry points, I summed up ten small questions (motifs), which were explained first and then trained. Problems encountered in training can be found in the motif to cultivate students' thinking ability and knowledge transfer ability; Students are familiar with the quantity of matter, and the accuracy of the concept needs to be further grasped. Therefore, it is necessary to practice before speaking, find problems in practice, and give targeted explanations to improve review efficiency. 5. Strengthening experiments and paying attention to the contents of open chemistry experiments have always been highly weighted, difficult and well differentiated in the college entrance examination, and have always been concerned by teachers and candidates. The selection of chemical experiment questions mostly comes from the improvement and evolution of textbook experiments. That is, improving devices or methods, changing drugs or conditions, transferring principles or methods, designing problems from multiple angles, and embodying openness and innovation. Pay attention to the following aspects in reviewing the experiment: 1. Experimental review can adopt the method of combining chapter infiltration with special lectures. In chapter review, we should infiltrate relevant experimental knowledge and skills, and pay attention to cultivating and improving students' experimental consciousness and quality. Insert experimental topics in time, such as the basic operation of chemical experiments, gas preparation, experimental design, etc. Through special topics, the understanding and application of experimental principles are strengthened, and the basic experimental skills are trained systematically and step by step according to the memory of experimental operation and matters needing attention. 2. In the review, we should design experimental steps and devices according to experimental principles, master some alternative methods of devices and instruments, and cultivate students' experimental design ability and innovation ability. 3. Master the methods and routines of answering questions in experiments and cultivate the ability of expression. For example, the description of chemical phenomena: we should tell the color, state, smell, sound, light and heat of the experiment from the perspectives of vision, hearing and touch, but we can't directly tell the results of the phenomena. For example, "white precipitate" cannot be said to be "AgC 1 precipitate" and "no obvious phenomenon" cannot be said to be "no response". For the description of the basic operation rules of chemistry, the operation process and methods should be stated in concise language from the perspective of safety and feasibility according to the purpose, principle, use method and problems that should be paid attention to of instruments and experimental supplies, but not too much. Vilti. For the inspection or verification experiment: reagent-operation-phenomenon-conclusion chemical scheme evaluation description: the experimental scheme should be evaluated from the aspects of whether the experimental principle is scientific, whether the operation is simple, whether the process is safe and whether the raw materials are saved, and the advantages and disadvantages of the experimental scheme should be compared and analyzed. 6. Strengthen training and improve discipline ability. Collective training and thematic training are effective ways to improve students' academic ability. Intensive training is different from writing textbooks, so we should pay attention to: (1) Select the test questions and pay attention to the research of the college entrance examination questions. Usually, training should proceed from students' reality, mainly focus on mid-range questions, interspersed with typical and error-prone questions in college entrance examination questions, to improve students' ability to take exams, and at the same time solve the problems of students' carelessness, imperfect expression and inaccurate chemical terms. (2) Pay attention to the training of problem-solving ideas and methods. In the process of training, we should pay attention to inspiring students to analyze the process, induce methods, advocate multiple solutions to one question, and strive to draw inferences from others, cultivate students' divergent, flexible, profound and creative thinking, and improve the efficiency and quality of review. (3) Cultivate students' good habit of summing up and reflecting. When you finish the problem, you should not only listen to the teacher's comments, but also reflect on the problem-solving ideas, solutions and writing formats, and know where you are wrong, blind spots, misunderstandings or irregular writing expressions, so as to avoid making mistakes again. Irregular writing is an important reason for students to lose points. Both students and teachers should attach importance to it and constantly strengthen their sense of norms in their normal teaching or sexual ability. The nonstandard answers are mainly manifested in the following three aspects: A, the writing of chemical formula is nonstandard, and the writing of equation is incomplete. B, typos appear in technical terms. C, do not answer the questions according to the requirements of the topic. Standardizing answering questions is an effective way to improve grades. As teachers, we should be strict with ourselves, set an example for students, cultivate students' rigorous and serious scientific attitude, implement standardization in every day and class, minimize or avoid students losing points and improve their grades. Attachment: review plan: (three-stage) stage 1: time schedule: September-the end of February next year goal: comprehensively review the basic knowledge and pass the chapter. Lay a solid foundation and eliminate blind spots in knowledge. Emphasize "fine, low and complete". "Fine" refers to a comprehensive review of basic knowledge points, without missing the basic knowledge in textbooks and exam instructions. "Low" refers to grasping the middle and low difficulty, not deviating from the content of the textbook, not arbitrarily "digging and broadening the knowledge, and being impartial. No wonder it is not divorced from the reality of students and does not exceed the basic content of the textbook. "All" should be aimed at all students, so that all students can master the double basics stipulated in the syllabus as much as possible. The main method is to combine chapter gaps and small topics. For example, ionic equation writing, ion storage, ion concentration judgment, thermochemical equation writing, properties derivation of inorganic element compounds, basic chemical calculation methods (conservation method, difference method, crossover method, multi-step reaction calculation, etc.). ), experimental principle design, instrument design, operation method design, derivation of organic isomers (restricted and unrestricted conditions), determination of organic molecular formula, derivation of organic functional groups, etc. In chemical experiments. The implementation of knowledge mainly adopts the method of combining weekly practice with monthly examination. The second stage: time: March-early May Goal: review special topics and highlight main knowledge. Improve students' knowledge framework, so that students can skillfully apply analysis and solve problems, and strengthen ability training. (1) Summarize all parts of knowledge according to their internal relations, and form a complete knowledge system. (2) Pay attention to training the ability of examining, analyzing and summarizing questions. Subject setting: (1) Basic concepts and theories of chemistry. (2) Non-metallic topics. (3) Metal topic. (4) inorganic reasoning topics. (5) Reasoning the topic organically. (6) Special topics of chemical experiments. (7) Special exercises for chart questions. (8) Special topics on electrochemistry. (9) Special exercises of chemical calculation. (10) Special exercises on information problems. Intensive training on common knowledge points: 1, investigation on Avon Gadereau constant 2, investigation on redox reaction 3, investigation on ions (ion * * * existence, ion concentration comparison, salt water hydrolysis, ionic equation right or wrong judgment) 4, investigation on thermochemical reaction equation 5, investigation on electrode reaction and simple calculation 6, calculation of chemical reaction rate and chemical equilibrium 7. Application of material structure, periodic table of elements and periodic law (including comparison of particle radii, detection of chemical bonds and electrons, extranuclear electron configuration and crystal structure) 8. Detection of the relationship between structure and properties of organic matter. Investigation of isomers, homologues, isotopes and allotropes 10, and experimental investigation are necessary (including the preservation of reagents, the use of reagents, the use of instruments, the order of addition, etc. ) 1 1, inference of properties of elements and their compounds and simple calculation of mixtures. Stage 3: Time: mid-May-early June Goal: Return to textbooks and warm up before the exam. On the one hand, return to textbooks, think calmly and realize the harmonious development of knowledge and ability; On the other hand, we should make up for the knowledge deficiency, check the missing and fill the gaps, and strengthen the standardization and accuracy of the written expression of ghostwriting questions through rehearsal training. Requirements: 1. Read the exam instructions again. 2. Pay attention to the experiment. 3. Go back to the textbook again. 4. Correct mistakes in time.