First, the theoretical basis of chemistry teaching for students' life
1, the existing form of life experience knowledge
Textbooks are the materialized form of courses and indispensable tools for teachers and students to carry out teaching activities. Knowledge exists in two forms: materialized form and psychological form. The materialized form of knowledge is stored in books and other media and belongs to the same experience of human beings. The knowledge of psychological form is stored in the individual's mind and belongs to individual experience. These two forms of knowledge are organically combined, not mechanically superimposed. For a long time, the knowledge implied in teaching design in China often emphasizes the materialization of knowledge, and pays more attention to the selection of knowledge content, the logical system and systematicness of knowledge in the organization of teaching content, but pays less attention to students' individual experience and psychological level, ignoring the individual characteristics and value attributes of knowledge. The transformation of modern knowledge view requires that teaching design should reflect people-oriented, real thinking, fully respect students' emotional experience and pursue humanity.
For teachers, the fundamental task is to re-create and restore the vitality of knowledge based on students' life and spiritual world. As a pre-designed situation, knowledge is one of the elements of curriculum and teaching materials, and knowledge must be brought into a certain situation. The contextualization of knowledge is not only the premise and way to make knowledge alive, but also the fundamental guarantee for students to enjoy freedom in the dialogue with knowledge. Instructional design should have the attitude and tendency to approach students actively, rather than just standing in the distance waiting for students to approach. In order to activate and enliven knowledge, careful design must be open, which means eliminating the cold shell of knowledge, breaking the boundary of knowledge, laying a variety of paths for students to input knowledge and talk with it, and having the ability to involve knowledge and learners. This requires paying more attention to the psychological form of knowledge in the design of teaching classroom, improving its affinity, eliminating the control of knowledge on students through appropriate design methods as far as possible, and forming a dialogue between knowledge and students.
2. The teaching theory design of life experience.
Learning preparation refers to the adaptability of learners to the original knowledge level and psychological development when they are engaged in new learning. Learning can be divided into cognitive, motor skills and attitude learning, and learning preparation can also be divided into learners' original learning preparation state. Teaching goal is the destination, and learners' starting ability is the starting point of teaching. Starting ability generally refers to learners' knowledge and skills, as well as their understanding and attitude towards related content. It is also the starting point of teachers' teaching.
The analysis of learners' starting ability is closely related to the analysis of learning content. If we ignore the analysis of learners' starting ability, the determination of learning content will be divorced from learners' reality. In the long run, it will reduce learners' interest in learning. Therefore, more accurate determination of learners' starting ability can improve teaching efficiency to a certain extent and receive good teaching results.
Students have rich life experience. Before studying chemistry, students have formed a large number of perceptions and representations of chemical phenomena and facts, and also formed a large number of chemical problems to be explored and explained, which will enable learners to further observe and think about natural phenomena purposefully and gain more life experience. In chemistry teaching design, we should be good at understanding abstract concepts based on students' existing life experience, and guide students to gradually transition from abstract thinking to abstract logical thinking.
Second, the preliminary exploration of life-oriented classroom teaching strategies.
1, teaching situation in life
Learning situation is the function of old and new knowledge and experience in a certain situation, a two-way interactive process of old and new knowledge and experience, that is, the process of interaction between students and specific situations, and an important link of students' learning, cooperation, communication and meaning construction. Creating an effective learning situation should follow the principles of intuition, inspiration, reality, openness and development. In order to cultivate students' self-confidence and interest in learning, pay attention to cultivating students' creativity; Focus on practical application and pay attention to the development of students. Let students build valuable related knowledge in independent exploration, experience the connection between discipline and nature, society and human life, and pay attention to students' development. Finally, students can learn independently, realize their own values and responsibilities, form lasting excellent learning quality and initially form the consciousness of actively participating in social decision-making, and cultivate students' consciousness of caring for society, nature and transforming nature. Now take chemistry teaching as an example to talk about my preliminary understanding of life-oriented teaching situation;
(1) Create learning situations with intuitive teaching methods.
In teaching, we should be good at using all kinds of intuitive teaching methods to find the best breakthrough point with the content of teaching materials, and take the daily life reality and life situation materials that students are familiar with or create real life situation materials that students are interested in as classroom situations. For example, the use of life exhibitions, physical exhibitions, demonstration experiments, news media, TV videos and other ways to stimulate students' sensory organs, mobilize students' thinking and interest in learning, so that students can realize a leap from perceptual knowledge to rational knowledge in surprise and exclamation, which is conducive to applying what they have learned.
For example, for the study of water and common solutions, students already have some life concepts about solutions in their daily lives. On the one hand, teachers should understand students' existing knowledge about solutions and try to introduce solutions from things that students are familiar with; On the other hand, we should make full use of the conflict between old and new knowledge and experience, and the reorganization of cognitive structure caused by it, and guide students to transform the concept of life into a scientific concept. At this time, teachers can introduce questions close to students' real life in teaching, with the aim of gaining emotional experience, acquiring knowledge and skills, and cultivating inquiry ability and application ability.
(2) Use the contradictions in life to ignite the sparks of students' questioning, with questioning as the boundary.
In teaching, we should be good at setting obstacles and doubts, and create different teaching situations according to students' existing experience, so that students are always in situations with problems to think about and contradictions to solve, thus prompting them to associate, compare, explore and solve various new problems with what they have learned.
For example, in the class of learning to burn and extinguish fire, the teacher lit a certain amount of alcohol in the prepared metal utensils and asked the students how to extinguish the fire. Students' life experience is to put out fires with water, but when they try, they find that water may not be able to put out fires. When there is this contradiction, the teacher will cover the fire with a wet rag, so what conditions are needed for the material to burn? The spark of this kind of thinking has also been ignited, and the following content will be further developed around this issue.
For example, in the teaching of molecular properties, the teacher first proposed 1+ 1=? Students are familiar with this math problem, but in the mixed experiment of alcohol and water, 1 ml water+1 ml alcohol is less than 2 ml. This result is obviously beyond the students' expectation. The teacher asked the students to question boldly, put forward various conjectures, and then find the answer through extracurricular study or group discussion, so as to draw the conclusion that there is a gap between molecules.
(3) Create teaching situations by using short stories and examples in daily social life.
For example, when we talk about Unit 8 project 1 "Metal Materials", we can tell these two short stories to stimulate students' interest. 19 12 years, on the way to the south pole, the ship of the British Scott expedition was very cold, but the kerosene used for heating leaked out, so that all the expedition members froze to death in the Antarctic ice sheet. Originally, the iron drum containing kerosene was welded with tin, but the tin inexplicably turned into dust. /kloc-in the winter of 0/867, a large number of tin bricks in the naval warehouse in Petersburg, Russia disappeared overnight, leaving only a mass of gray powder like mud. Through these two short and pithy historical stories, ignite students' enthusiasm for learning!
According to the theory of knowledge construction, students construct their own knowledge in active activities on the basis of their own life experience. Learning is not only the transfer and transmission of knowledge from the outside to the inside, but also the process of learners actively constructing their own knowledge and experience, that is, enriching, enriching and transforming their own knowledge and experience through the interaction between new experience and original experience. Therefore, teachers should be conscientious people, collect some teaching materials about life, carefully analyze the teaching materials, create life situations, and skillfully design problems into life situations, so that students can learn with interest and gain.
2. Life-oriented teaching content
Teaching is life, and the life world becomes the content of the course. Mr. Tao Xingzhi, an educator in China, put forward in "On Life Education" that life is education, using life education, and educating for life. However, in the traditional teaching process, teachers often attach importance to the training of students' problem-solving skills and ignore the analysis of learning situation; Away from students' life and practice; Students' innovative consciousness has not been cultivated and their innovative ability has not been improved. In fact, the process of teaching is a process of restoring life. The content of teaching activities should be rooted in real life, explore the meaning of life, give meaningful guidance to life, and let natural living beings know and understand the meaning of life in experiencing existence, life and life. That is, let students apply what they have learned, solve problems in real life and turn what they have learned into abilities.
(1), combining life cases in classroom teaching to help students solve practical problems in life and stimulate students' strong interest in learning.
Chemistry is everywhere in life, and our food, clothing, housing and transportation are full of chemical knowledge. In the kitchen, on the dining table, beside the washbasin, beside the construction site, and even in the waste recycling station, we will encounter all kinds of chemical phenomena and raise all kinds of chemical problems. For example, why do kitchen knives and hoes rust in humid air? What is the phenomenon of candle burning? What are the white smoke and black smoke produced when candles are extinguished? How to prove it? Why do some iron containers (such as faucets) need chrome plating? What happens if it is gilded? What pollution has happened around you? Teachers can also take students out of the classroom, see the chemical phenomena in life, stimulate their curiosity in the process of contact and observation, and at the same time integrate environmental education into it, advocate the intuitive phenomenon of protecting the environment, which can attract students' attention, let them quickly enter the learning state, and actively use their brains to associate and explain various chemical phenomena in life.
(2) Linking chemistry experiment teaching with life, and carrying out experimental development on living resources.
Chemical experiment is an important part of chemistry course and an important method to solve chemical problems in life through experiments. For example, after learning to make carbon dioxide in the classroom laboratory, the teacher asked the students to make carbon dioxide by reacting soda and vinegar brought from home in advance, and compared its products and reaction speed with the former. Then, give students a simple family calcium supplement experiment: soak the egg skin in vinegar. Make students realize that chemical reactions are around, and also make students understand the importance of chemistry in real life, and urge students to think deeply about chemical phenomena in life, so as to actively participate in chemistry learning.
(3) Carrying out environmental education in chemistry teaching and infiltrating the teaching objectives of emotional attitude and values.
For example, in order to enhance citizens' awareness of environmental protection and turn waste into treasure, government departments take the lead in implementing waste sorting and recycling in cities. Usually, the green box is used to hold recyclable garbage, and the yellow box is used to hold non-recyclable garbage. Let's think about it. What kind of rubbish can you put in the green box? What is the rubbish that should be put in the yellow box? When talking about the composition of air and the properties of oxygen and nitrogen, let students think about the principle of cupping in life. What is the gas in the light bulb? What's the role? What gas is contained in the package of potato chips that everyone likes to eat? What's the role? It is an important part of junior high school chemistry teaching to let students know the relationship between man and environment, the nature and significance of human influence on the environment, and cultivate students' awareness of loving and protecting the environment. For example, when talking about pesticides and fertilizers, it is necessary to make clear the important role of the use of pesticides and fertilizers in high yield and harvest in agriculture, and emphasize that the large use of pesticides and fertilizers will lead to soil degradation and water, air and environmental pollution. Speaking of synthetic materials, this paper introduces the application and development of three kinds of synthetic materials, which promote the progress of other industries and greatly facilitate human life. At the same time, the sharp increase of synthetic material waste has also brought environmental problems, and the current white pollution is the best example. When studying the subject of carbon and its compounds, after talking about the general properties of carbon dioxide, we can introduce the wet room effect and its harm. So, how to reduce the content of carbon dioxide in the air? Students can think and discuss, then look at the schematic diagram of carbon dioxide cycle. At this time, the significance of protecting forest resources and greening barren hills is self-evident. For another example, when it comes to caring for water resources, we should introduce the total amount of harmful and toxic substances discharged into rivers and lakes every year in China. According to the statistics of relevant departments, these pollutions have seriously polluted the urban surface water and groundwater in China, and the drinking water of 654.38+0.5 billion people has not reached the hygienic standard. To guide and educate students to care for water resources, we should start from ourselves and from the side. On the one hand, we should save water; on the other hand, we should prevent water pollution. Major environmental pollution incidents in history can also be listed in the teaching, such as 1952 London fog and haze incident, 196 1 Niigata asthma incident in Japan, 1984 Bhopal gas leakage tragedy in India, etc. Let students feel the necessity of environmental protection when they are shocked.
3. The role of life.
Students study chemistry in order to apply it to social life practice. Therefore, don't do your homework just to do the problem. Students' homework should move from closed to open, from independent completion to cooperation, from questioning to perfection and life, and should be personalized, active and life-oriented. Because the life world is vivid, homework is closely related to the life world, so as to experience the fun and value of learning chemistry and enhance the confidence and motivation of learning chemistry knowledge and skills. For example, after learning about sugar, oil and protein, you can arrange homework to guide students to classify the foods they often eat, so that students can collect nutritional information of foods and make reasonable meal plans for themselves or their families. If there are obese people at home, what problems should be paid attention to in the usual diet? If there is a diabetic at home, what should he pay attention to in his diet? What problems do people with fatty liver at home pay attention to in diet? Wait a minute.
In short, linking teaching with students' life not only expands students' knowledge, but also enables students to solve life problems with book knowledge, and then slowly and actively link textbook knowledge with life practice. At the same time, they gradually connect chemical knowledge with the latest technology, so as to cultivate students' ability to ask and solve problems.