The second step is to talk about knowledge test sites. Mainly to analyze the examination syllabus. Analyze how the test questions reflect the outline requirements, and in turn explain how the outline requires this problem. The test questions should examine what kind of knowledge points belong to, which are familiar to students, which are unfamiliar to students, what are the existing knowledge development areas of students, and what are the development areas that need to be improved.
The third step is how to analyze and explain. This is the most important link in the process of topic presentation. Teachers should be clear about the basic methods and specific operation processes of presenting the topic, such as: giving the general idea of the topic, especially explaining the known conditions and problems of the topic, paying special attention to excavating the hidden conditions in the topic; Tell the knowledge points involved in the topic; Say the solution to the problem; Tell the steps to solve the problem; Say the format and expression of the solution; Talking about the thinking method of applied chemistry: talking about other solutions, the optimization and change of solutions and the general popularization of conclusions; Say the summary of solving the problem, say the special attention and rigor of solving the problem.
Step four, guide the students to answer. For example, guide students to pay attention to answering questions according to scores; Guide students to learn to cultivate and discover the consciousness of collecting points according to problems; Guide students to develop the corresponding habit of answering questions. Because teaching and learning complement each other, the third and fourth steps are often analyzed together in the process of talking about the topic.
The fifth step is to expand the value. Explore the extended value of test questions. Expand migration, or popularize the law of solving this problem. Specific operations can change the corresponding conditions of the test questions and form new variant test questions; Or find similar problems.
Compared with lecture, topic is still a new thing. "Talking about classes" has formed a basic model, but how to say "talking about topics" is still a problem that needs to be constantly improved, which also makes the space for talking about topics wider and more diversified according to their respective needs. For example, when the group prepares lessons, we can only train for different links in a period of time, accumulate information in the activities of the teaching and research group, and sort it out, because it combines the collective wisdom. When you have a certain understanding of the topic and become more proficient, you can carry out a "topic contest" to promote teachers' research on teaching materials, exercises and college entrance examination questions, so as to grasp the direction of teaching materials and college entrance examination questions more effectively, play the role of examples, exercises and college entrance examination questions in teaching materials, improve the pertinence and effectiveness of classroom teaching, and promote the improvement of teachers' professional level. Teachers can also apply this form of topic telling to students' learning activities. The small speech before Chinese class can be changed into a novel topic for students before chemistry class, but students pay more attention to the knowledge points involved in the topic. Talk about solving problems, and talk about some feelings in the process of solving problems, such as where mistakes are easy to make, what simple methods are used to bring a sense of accomplishment, and so on. Of course, we should also pay attention to the choice of exercises before class, not too difficult or too long.