It has been a year since senior high school teaching reflected on the new curriculum reform of senior high school chemistry. During the period of entering the new curriculum, have we reflected on our previous teaching ideas, methods and behaviors? Teaching reflection means that teachers, under the guidance of advanced educational theory and with the help of action research, constantly think about their own educational practice, constantly review the problems existing in their teaching, constantly test themselves by using the requirements of teaching standards, and pursue the rationality of the whole teaching process. Teaching reflection is the need of students' development, teachers' professional development and new curriculum reform. For chemistry teachers, teaching reflection helps teachers to establish scientific and modern teaching concepts and consciously turn their new ideas into teaching actions; It is helpful to improve teachers' awareness of self-education and enhance their ability of self-guidance and self-criticism; It is helpful to fully stimulate teachers' teaching enthusiasm and creativity, enhance teachers' ability to judge, think and analyze teaching practice, and further improve more systematic education and teaching theory; It helps to solve the problem that theory is divorced from practice, tries to build a bridge that combines theory with practice, and promotes the transformation of teachers from experienced teachers to scholar teachers. The author believes that teaching reflection should be carried out in the following three aspects:
First, the reflection of teaching concepts
The reform of teaching methods, first of all, is the reform of teaching ideas. Traditional chemistry classroom teaching only pays attention to knowledge acceptance and skill training. At present, many schools still emphasize that students' task is to digest and understand what teachers teach, treat students as indoctrinated objects and recipients of external stimuli, and even some chemical experiments are only dictated by teachers, without giving students the opportunity to do it themselves or watch demonstration experiments. This has led to the vast majority of students in China gradually developing a numb habit of not asking questions, not wanting to ask "why" and not knowing why. It is clearly stated in the outline: "The curriculum reform pays too much attention to the tendency of imparting knowledge, and emphasizes the formation of a proactive learning attitude, so that the process of acquiring basic knowledge and skills becomes a process in which students learn to learn and form correct values." The classroom teaching of the new curriculum attaches great importance to the organic integration of knowledge, skills, processes, methods, emotions, attitudes and values, and pays attention to process methods and emotional experiences while imparting knowledge. The renewal of teachers' teaching concept is the key to the success or failure of curriculum reform. Therefore, in the implementation of the new curriculum, teachers' teaching concepts must be new, and must not be old.
Second, the reflection of teaching methods
In teaching methods, we should abandon the original cycle of "one mouth, one book, one piece of chalk". Experiment is a very good teaching method, which can improve students' interest in learning chemistry and cultivate their practical ability. Chemistry teachers should try to do more demonstration experiments, improve experiments, and let students do more experiments themselves if possible. In modern chemistry teaching, students' favorite teaching methods are multimedia CAI animation, video recording and chemical experiment. We can choose some typical chapters in the textbook and make them into multimedia courseware and video teaching. Many teachers have never used multimedia-assisted teaching. They find it more troublesome to make courseware and spend more time after class. In fact, sometimes we use multimedia, which can increase teaching content and information, simplify abstract chemical problems, and make static theories dynamic, thus making it easier.
For example, when talking about atomic structure, we can use balls of different colors and sizes to represent electrons outside the nucleus, and then make an animation to simulate the movement of electrons outside the nucleus, and show the characteristics of electron clouds through flashing and superposition. When comparing the two concepts of substitution reaction and addition reaction, the animation simulates how methane and chlorine break bonds and how chlorine atoms form new bonds with carbon atoms. The carbon-carbon double bond in ethylene breaks, and two chlorine atoms are connected to two carbon atoms respectively. Two different reaction mechanisms are displayed intuitively through animated images. Especially in the part of organic chemistry, there are many reactions in organic chemistry, and the content is trivial. Before each new lesson, we use multimedia to review what we talked about last time, so that we can learn new things by reviewing the old ones. With the help of video teaching, it can not only ensure the safety of students, but also protect the environment and achieve good teaching results. For example, benzene reacts with liquid bromine with iron powder as catalyst. Because bromine vapor will volatilize in the process of taking liquid bromine, video technology can be used to demonstrate, and at the same time, the precautions in operation can be partially enlarged, and narration can be introduced, so that students can understand "why do this" and experience the correct operation to avoid the toxicity of liquid bromine.
Third, reflection on the teaching process
1. Reflection on Chemical Experiment
Chemistry is a science based on experiments, and experimental teaching may not be step by step. For example, when doing the influence of concentration on the chemical reaction rate, the author saw that some teachers made the following improvements: adding concentrated hydrochloric acid and dilute hydrochloric acid with the same volume into two test tubes, and adding Zn particles with the same size at the same time, and quickly plugging the rubber stopper with a glass tube (a plastic bag is tied at the upper end of the glass tube, leaving no air in the bag). After 2 minutes, the plastic bag on the test tube with concentrated hydrochloric acid can expand 70 ~ 80 ml, while the plastic bag on the test tube with dilute hydrochloric acid can expand less than 10mL. The improved experiment has great visibility, strong contrast and good quantification, and the problems to be explained are simple and clear. In the course of "Properties and Application of Sodium Carbonate", sodium carbonate reacts with hydrochloric acid to produce carbon dioxide, which makes the balloon bigger. In this experiment, it is difficult to see the obvious phenomenon because the gas pressure is too small or the air tightness is not good. You can also make the following improvements: add hydrochloric acid with the same volume and substance to two measuring cylinders, drop a few drops of detergent, and add the same amount of NaHCO3 and Na2CO3 to the measuring cylinders, so that the generated carbon dioxide can make the detergent produce a lot of foam. Improve the experiment, change the verification experiment into inquiry experiment, create inquiry scenarios, and stimulate students' interest in inquiry.
2. Thinking about distribution
Most local schools use the Soviet version as the new curriculum version. Preview assignments include "activity and inquiry", "problem solving" and "communication and discussion" in textbooks; Review and consolidation homework includes "exercises and exercises" in the textbook, and "homework for this topic" can be done after a topic. As part of the teaching materials, these book exercises are the essence of our study, so we should pay full attention to them and the teacher should explain them in detail. Some schools carefully select and compile test questions to control the difficulty and improve the efficiency and accuracy of exercises. The study plan used in class is quite good, including learning objectives, existing knowledge, problem inquiry, extracurricular exercises and other small modules. Of course, the most suitable exercises or papers are carefully designed by the teachers themselves. The number of questions should not be too much, and the topics should be carefully selected, closely linked to the teaching materials, in line with the reality of students, taking into account the gap between students.
3. Thinking about open classes
After careful arrangement by teachers, the open class is very "successful". On the surface, a class seems to be well organized, wonderful and complete, with tacit cooperation between teachers and students and clever questions and answers. Students look smart and witty, and they don't need the inspiration and guidance of teachers at all. Open classes should be pragmatic, more real and less whitewashed. Only by adhering to people-oriented, correctly grasping the characteristics of the subject, following the teaching rules and choosing appropriate teaching methods can the open chemistry course achieve the goal of high quality and high efficiency and solidly promote the in-depth implementation of the curriculum reform.
Fourthly, the method of teaching reflection.
Teaching reflection requires teachers to keep a sensitive and curious mind, often and repeatedly reflect, and choose a variety of teaching and research methods to reflect. The basic methods of teaching reflection, the author tries to do some preliminary discussion:
1. Reflection method of teaching postscript
Educator Suhomlinski once suggested that every teacher should keep educational diaries, essays and records. These records are the source of thinking and creation, priceless treasures, and rich materials and practical basis for teaching and scientific research. Teachers should review, think, reflect and check their own education and teaching according to their responsibilities and the requirements of the new curriculum reform, and record them in writing. Recall and reproduce the whole process of each class, think about your own gains, carry forward your own strengths and give play to your own advantages; Think about what you have lost, learn from it and make up for it; Think about doubts, deepen research, and solve doubts and doubts; Think hard, break through the difficulties and turn the difficult into the easy; Innovative thinking, foster strengths and avoid weaknesses, and strive for perfection. General thinking is easy to forget, but practical experience can be accumulated, which can deepen the thinking memory of typical teaching cases. Perseverance will connect the points of experience and pave the way for the formation of their own teaching system, which is a valuable asset in the process of teachers' professional growth.
2. Watch an open class
It is an important way to reflect on your own teaching behavior by observing other people's open classes and analyzing the reasons for their success and failure. Teachers can find out the gap between themselves and others and make their own new development points by listening to famous teachers or experts, watching high-quality classes and comparing their own teaching behaviors. In particular, colleagues listen to each other without evaluation or authoritative guidance, which gives them greater freedom. Through careful observation by teachers and students in class, participants write down detailed and specific lecture contents, communicate and analyze with lecturers in time after class, and promote the improvement of teaching strategies, which will invisibly promote the improvement of chemistry teachers' teaching reflection ability.
Listen to other people's opinions
"Stones from other mountains can attack jade". Teachers should communicate with colleagues and peers on the basis of teaching design, basic teaching process, creative materials or problems, find out the differences in ideas and analyze the differences in means and methods, so as to improve their teaching level.
4. Case study method
"The so-called case is actually a typical analysis of what happened in the real education and teaching situation, surrounding the story and description of the event". Case study is to show, analyze and discuss an event in the teaching process in the form of a case. In the classroom teaching of "the nature and application of metal sodium", the author first made an experiment of "dripping water to make a fire". At this time, the students were surprised and talked about it. Water can be used to put out fires. How to make a fire? Then introduce "this is the metal sodium we are going to learn today". The students want to know what kind of substance sodium is. Next, divide the students into groups and let them master the reaction of sodium with oxygen, water and salt solution. Then discuss the problem through projection: why is sodium stored in kerosene? What form does sodium exist in nature? Why can't we take sodium directly by hand in the experiment? What is the reason that "dripping water can make a fire"? If sodium burns, can it be put out with water? Can the extra sodium be returned to the original reagent bottle? Through thinking and discussion, we can not only deepen students' understanding and mastery of knowledge, but also stimulate students' thinking, and finally consolidate and expand them with exercises in the learning plan.
Professor Ye Lan pointed out: "A teacher may not become a famous teacher by writing a lesson plan for a lifetime, but he may become a famous teacher after writing for three years." . The new curriculum reform has a long way to go. Only through practice, accumulation, reflection and summary can we gain a firm foothold and remain invincible in the new curriculum reform.
The new curriculum attaches great importance to teachers' teaching reflection, which will promote teachers to form self-reflection consciousness and self-monitoring ability, and further understand the new curriculum through reflection, thus improving the effect and level of implementing the new curriculum.
In the actual teaching process, what are the contents of teaching reflection as a teacher? I think we can define the content of teachers' reflection from the following three levels:
Level 1: Pay attention to teachers' reflection on daily teaching behaviors, processes, events and students.
(1) Reflection on teaching practice. Teachers' reflection on the teaching practice process is reflected in all aspects of the teaching implementation process. For example, whether the teaching objectives are reasonable, whether students can learn knowledge and promote the all-round development of ability and emotion; Whether the teaching plan is suitable for students' needs and actual teaching situation, and whether the teaching strategy and curriculum implementation plan can be implemented smoothly; There are also teachers' gestures, actions, words and students' state in teaching. The reflection on teaching effect is mainly to obtain as much information as possible through various channels, such as consulting students' homework, talking with individual students, reviewing classroom teaching according to teaching plans, etc., in order to find out the problems existing in teaching.
(2) Reflection on students' knowledge background, understanding level and hobbies. It mainly emphasizes the reflection of students' mathematical culture, thinking understanding level, hobbies and their preparations for completing specific learning tasks. The ultimate goal of teaching is to promote the development of students. Therefore, the existing development level and personality differences of students determine what teachers teach and how to teach.
In the preparation and implementation of teachers' teaching, the reflection on students' knowledge background and understanding level mainly includes the research and understanding of students' physiological and psychological characteristics and current knowledge background. On this basis, it is an important content to reflect on whether our teaching activities combine students' different hobbies and learning needs.
(3) Reflection on teaching materials. Textbooks are effective carriers of knowledge transfer. Reflection on teaching materials is mainly an activity that teachers creatively supplement, adapt and integrate teaching materials on the basis of a deep understanding of educational objectives and teaching objectives, combined with existing teaching conditions and students' learning requirements. Such as the model teaching of solid geometry, the chart teaching of function, etc. Reflection on teaching materials helps teachers to better design teaching content and choose teaching strategies and methods, so as to promote students to better understand teaching content and improve their ability to analyze and solve problems by using mathematical knowledge.
The second level: pay attention to teachers' reflection on their own educational teaching ideas and existing educational research results.
(1) Reflection on teachers' teaching beliefs, attitudes and values. It is mainly a reflection activity of teachers' educational thoughts and teaching attitudes in teaching practice. Constantly learn advanced education and teaching concepts and actively absorb the education and teaching experience of excellent teachers. By constantly reflecting on their moral level and sense of responsibility, they will be more persistent and responsible for teaching practice.
(2) Reflection on the educational and teaching research results. The research results of educational experts and scholars can provide guidance and help for teachers' teaching practice. The purpose of reflecting on the research results of education and teaching is to ask teachers to creatively understand and use the existing research results of education and teaching in combination with their own teaching practice needs.
The third level: focus on reflecting various factors and conditions that affect education and teaching practice in schools and society.
This is mainly because the development of education and teaching activities can not be separated from the influence of schools and social environment, which may be positive or negative. Therefore, in teaching practice, teachers should pay attention to, examine and analyze the favorable or unfavorable influence of these social phenomena on teaching activities. For example, according to the present situation that girls are afraid of learning mathematics and generally feel inferior, we can design the topic of "Formation and Transformation Strategies of Underachievers in Senior High School Mathematics" to enhance girls' self-confidence, train learning strategies and improve their learning ability.
With the new round of curriculum reform, the new curriculum concept aimed at comprehensively cultivating students' quality and improving humanistic quality has been fully implemented. As a basic subject, history has gradually stepped out of the traditional teaching mode and achieved certain results. Then, how to improve the effectiveness of history classroom teaching and promote history classroom teaching in senior high schools? Below, I will talk about my own thinking based on my own teaching practice.
First, paying attention to the analysis of learning situation is the starting point of a good history class.
Teaching is teaching and learning, which are interrelated and inseparable. Where there is a teacher, there must be a scholar. Students are the subject of education. Teachers are the cultivators of students' minds, so teaching should go straight to students' hearts and try to touch their heartstrings. Therefore, it is very important for the success of teaching to understand and analyze the students' situation and carry out targeted teaching.
Because our school is located at the junction of the suburbs, the students' learning foundation is uneven. Although some excellent students are very active and the classroom atmosphere is also very active, the number is relatively small. Most students have a poor foundation. In the teaching process, combined with the characteristics of our students, I choose the most suitable teaching method, weaken the blunt indoctrination of knowledge points, emphasize the ability to analyze and solve problems, teach students in accordance with their aptitude, and "prepare lessons while preparing lessons".
Second, careful preparation of lessons is the key to a good history class.
In teaching, preparing lessons is an essential and very important link, the object of preparing lessons and teaching methods. Inadequate or inadequate preparation of lessons will seriously affect the classroom atmosphere and enthusiasm. So I spend a lot of time preparing lessons every day, and study teaching materials and teaching methods carefully. I seriously study the history curriculum standards, and often refer to books and magazines of related disciplines such as Reference of History Teaching in Middle School and History Teaching in Middle School, making full use of the advantages of the Internet, searching for information on the Internet and drawing lessons from teaching methods.
Use a variety of forms to enrich classroom teaching methods and get rid of the previous teaching mode of one blackboard, one chalk and one mouth. I make full use of the unique advantages of our school in network and vigorously explore and apply multimedia courseware teaching. For example, the courseware made by PPT is applied to classroom teaching, which greatly activates the content of classroom teaching, which can be described as vivid and illustrated. At present, I am actively exploring the production of network courseware, so that the campus network can play a greater role and serve the classroom teaching. Therefore, it is necessary for teachers in the new era to master certain information technology. In addition, students' classroom activities are also one of my common teaching methods, such as historical debates and short plays. In short, whether it is courseware making or student activities, teachers and even students need to make full preparations before class and prepare lessons carefully, so that teachers can teach easily and students can learn happily.
Third, being good at after-class reflection is the implementation point of a good history lesson.
It is important to prepare lessons before class and write lesson plans, but reflecting on teaching after class and preparing lessons twice are more conducive to teachers' professional maturity and improvement. I have a deep understanding of this in teaching practice.
In the class of "Building the Socialist System", I talked about the planned economy at that time. In order to deepen students' understanding, I asked them to show the food stamps, cloth stamps and coins collected before class. This activity was not considered when preparing lessons at first, but was designed when preparing lessons for the second time after class. After the second trial, the effect is very good. Through after-class reflection activities, I realized that expansion is a very important content. How to design expansion exercises, how to closely follow the content of the text, how to make students extend their knowledge in class to extracurricular activities and carry out diversified thinking training should be issues worthy of attention in preparing lessons in the future. It can be seen that it is very important to improve through teaching reflection and timely feedback.
As we all know, in every teaching practice, there will be some unexpected problems or sudden episodes. Sometimes a simple question of students and an unexpected event in class will challenge the original teaching design. Because our teaching objects are living students, who have sharp thinking, rich imagination, certain observation and thinking abilities, and like to have whimsy, our teaching objects, teaching environment and teaching experience are constantly changing. These are difficult for teachers to accurately predict and judge when preparing lessons. After-class teaching reflection will make you maintain a sustainable teaching effect to some extent and make up for this regret. Teachers record these emergencies after class, so that teachers can timely review whether their teaching is suitable for students' actual situation, and make a rational analysis of their teaching ideas and teaching behaviors, students' performance and confusion, and the success or failure of teaching. Through reflection, experience and feeling, we can make a correct evaluation of this class, find feedback information and think about the teaching design of the next class, so as to make the teaching design of the next class more scientific and reasonable, and thus be more active.
At the same time, I also combine rational teaching thinking with perceptual teaching process, which can not only integrate into a more perfect scheme, but also make teachers and students update their concepts and make a leap at a higher level, so as to avoid similar problems in the future teaching process to a certain extent, and help them sum up lessons, accumulate experience, foster strengths and avoid weaknesses in constant reflection, form a set of skills that can accurately judge teaching changes and control classroom teaching, and change from an "experienced teacher" to an "experienced teacher".
Fourth, paying attention to professionalism is the support point of a good history class.
Teachers are the implementers of the new curriculum, and the quality of teachers is the key to the success of curriculum reform. The new curriculum puts forward new requirements for history teachers' knowledge structure and ability, and teachers should enrich and improve themselves through continuous learning. With the development of science and technology, the latest achievements of historical research are constantly emerging and integrated into new textbooks. Therefore, we should learn these new knowledge and improve our knowledge structure. Therefore, we must establish the consciousness of lifelong learning, keep learning and improving, so as to keep pace with the times and become a qualified history teacher.
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