Summary is a written material to review and analyze the study, work, life or its completion, including achievements, existing problems, experiences and lessons gained in a certain period. It can improve our written expression ability, so it is very necessary to write a summary. So how to write a summary in a new way? The following is a summary of chemistry teaching in the ninth grade last semester that I helped you sort out. For reference only. Welcome to reading.

Summary of chemistry teaching in the ninth grade last semester 1 1, laying a solid foundation.

The problems existing in the candidates' answering questions are closely related to their failure to accurately understand and master the basic knowledge and skills of junior high school chemistry, so it is still the top priority to attach importance to and strengthen the study of basic knowledge and skills. Grasping basic knowledge means grasping the knowledge of chemistry textbooks and trying to pass every chapter well in teaching. Because of the differences in intelligence and learning foundation among students, students' ability to master chemical knowledge is also different. Teachers should teach students in accordance with their aptitude according to their actual situation. To master the basic skills, we must master the skills of using chemical terms and the basic skills of experiments. In the usual experimental teaching, students should really understand the chemical reaction principle, device principle and operation principle involved in each experiment, give them more opportunities to do experiments, and experience the process and fun of observation and research through experiments to effectively improve their experimental ability.

2. Pay attention to the process of acquiring knowledge and the cultivation of scientific inquiry ability.

To improve students' ability, it is necessary to strengthen the cultivation of students' scientific literacy, ability to find problems, analyze problems and solve problems in teaching. In the usual teaching and review, we can't "emphasize the conclusion, ignore the process, emphasize simple mechanical exercises, and ignore the analysis of problem scenarios and problem-solving ideas". Instead, we should attach importance to the process of acquiring knowledge and let students master the "basic subject thinking method" of learning chemistry. With textbook knowledge as the basic inquiry content and the surrounding environment as the reference, students can experience and appreciate scientific inquiry activities, take the initiative to learn and gradually form scientific inquiry ability.

3. Closely connect with the reality of social life and master the application of knowledge.

This year's test questions involve social hot topics such as environmental protection, and examine students' knowledge and ability from many angles. The examination of this kind of test questions has been gradually strengthened in recent years. This requires that chemistry teaching should break through the limitation of simply instilling textbook knowledge, reduce the time and energy consumed by mechanical practice, and let students have time to read extracurricular scientific and technological knowledge, contact and understand society as much as possible, observe and analyze problems from the perspective of chemistry, and apply what they have learned.

4. Deepen the reform of classroom teaching and study the syllabus (chemistry curriculum standard).

The curriculum reform of basic education is a very important work on the educational front. Although our school has not implemented the new chemistry curriculum standards, teachers have begun to study the characteristics of the new curriculum. Therefore, in the third grade chemistry teaching, we should not only arm ourselves with new teaching ideas, but also refer to and infiltrate the requirements of the "new curriculum standard" in advance.

5. Strengthen mutual learning and discussion in the teaching process.

After class, you can communicate with the class teacher in time and put forward the shortcomings in order to achieve better classroom effect. Strengthening experimental teaching, the proportion of experimental questions in senior high school entrance examination is increasing, which has aroused our teachers' great attention. This part is strengthened in teaching and review, so the score of this part is relatively high.

Summary of Chemistry Teaching in Grade 9 last semester 2 Since this semester, teachers have been teaching chemistry in three classes and biology in eight (3) classes in Grade 9. At the beginning of the school term, the school arranged the focus of this period, and continued to adhere to the principle of "learning before teaching and training in class". Teachers make teaching plans and goals according to the arrangement of the school and combined with teaching practice. For the ninth grade students, the heavy learning task and tight time are the key periods to improve their academic performance. After a semester of intense and orderly teaching, by the end of the semester, the teaching task of this period has been completed. The teaching work in this period is summarized as follows.

I. Main work carried out in this period

1. At the beginning of the semester, members of the teaching and research group went deep into the classroom to listen to lectures and evaluate classes within the group. In view of the problems existing in teaching, they put forward many valuable opinions, which greatly improved the teaching level of teachers and laid a solid foundation for successfully completing the teaching tasks in this period.

2. In order to further improve the excellent rate and average score of chemistry class and complete the teaching task assigned by the school, teachers know that the task is arduous. For a long time, they are down-to-earth, conscientious, and insist on preparing lessons three hours in advance, so that they can prepare lessons adequately, be practical and efficient, have flexible teaching methods, have reasonable self-study questions and strong pertinence, and design training questions in line with students' reality. To this end, teachers should establish the goal of struggle, establish the object of promotion, start with classroom teaching, prepare lessons carefully, and ensure that every class is good. Implementing classroom teaching, highlighting the key points and difficulties of knowledge teaching, and striving to practice the teaching mode of "learning before teaching and training in class" put forward by the school, have accumulated certain teaching experience in the teaching process.

3. The test center training was timely and accurate, and the unit clearance test has been completed. We insist on taking students as the main body, constantly adopt new teaching methods, fully mobilize students' enthusiasm, further optimize classroom teaching, break through the key points and test sites in classroom teaching, make teachers concentrate on speaking and students practice more, and try to link exercise design with life and society, further highlighting the position and role of cooperative learning.

Second, the achievements of teaching work

Since the beginning of this issue, teachers have been teaching according to the teaching plan and successfully completed all the contents and review contents of the first volume of the new chemical biology textbook. The school has held three quality tests, and the grades of the classes taught by the teachers have improved steadily. At the same time, teachers carefully analyzed, found the gap, solved the problems in teaching in time, encouraged, guided and inspected the students with learning difficulties, and achieved the goal of grasping at both ends and promoting in the middle, which greatly improved the academic performance of all students. Insist on correcting students' homework on the same day and strictly control the quantity and quality of homework. With the overall reform of classroom teaching structure, teachers actively explore and learn new ideas, and combine their own teaching practice to effectively promote the improvement of teaching effect.

In this final exam, the teacher's class achieved excellent results in chemistry and biology, which was at the forefront of the class and basically completed the teaching tasks assigned by the school. Among them, the excellent rate of chemistry is 62.4%, and the average score is 74.3 points. Through the joint efforts of teachers and students, the teaching tasks in this period have been basically completed.

Third, the problems in teaching

1, chemistry teaching is mainly based on experiments, but there is a shortage of chemical instruments and drugs in our school, so it is difficult to complete group experiments. In addition, teaching time is tight, and some students' experiments can only be taught in class or changed to demonstration experiments.

2. Some difficulties and key points in the textbook are difficult for students to understand and master, such as writing chemical equations, exploring experiments and calculating. However, these topics require high ability and flexibility, so some students have difficulty in mastering them, resulting in low grades.

3. Some students have incorrect learning attitude and unclear purpose, and muddle along. At ordinary times, they are not motivated to study, and copying homework is serious. Some students are not attentive in class, their studies are not solid enough, and their grades have not improved much. Faced with such problems, teachers strictly control students, criticize education, patiently persuade and guide students to have an ideological understanding.

4. Due to the ineffective teacher reform, the teaching mode of "learning before teaching and training in class" was not always adhered to, and the teaching method was not flexible enough, which led to the low score in this exam.

IV. Plans and measures for future teaching work

It is of great significance to do a good job in ninth grade teaching. Under the pressure and heavy tasks, teachers always work hard and put teaching quality first. In order to further improve teaching in the future, teachers intend to take the following measures:

1, prepare lessons carefully, study teaching materials, study teaching methods, break through key and difficult points, grasp test sites, do a good job in classroom teaching and implement classroom teaching links.

2. Correct the homework in detail and in time, go deep into the classroom and give timely guidance to solve the problems existing in the study that day. In the teaching process, we should strictly control and train students, encourage and guide students with learning difficulties, and give them confidence and courage to make progress.

3. Cultivate students' interest in learning chemistry, link textbook knowledge with real life, and guide students to adopt inquiry and cooperative learning methods. Teachers should do demonstration experiments well in class and cultivate students' ability to observe, analyze and solve problems. Teachers should organize students to enter the laboratory and complete experiments for qualified students.

4. Learn from others with an open mind, adopt flexible and diverse teaching methods, arouse students' enthusiasm, further practice and implement the work of "three reforms", strive to achieve efficient and high-quality classroom teaching, and further improve teaching quality.

Summary of chemistry teaching in the ninth grade last semester 3 I. Review of homework last semester

Junior high school chemistry is a special language of enlightenment education and chemistry, which is boring; The chemical experiment is gorgeous and wonderful; The chemical phenomena around us are very interesting. It is not easy to learn chemistry and learn it well in this contradiction.

As a new senior high school entrance examination subject, our review time is not long. In the initial stage, students are required to establish necessary learning norms in listening to lectures, taking notes, doing homework and correcting mistakes, so as to learn more smoothly in the future. At the same time, combing chemical knowledge, applying chemical knowledge to explain the actual social situation, such as war, medical care, economy, environmental protection and other information. Typical examples are selected to explain, and one problem is changeable or multiple problems are solved, so that students can be good at analyzing and thinking from different angles and directions, improve their ability to analyze and answer questions, and teach students some skills in taking exams.

Second, some reflections and problems in the teaching process

1, the chemical characteristics of grade three begin from grade three. In less than a year, we will meet the senior high school entrance examination, and the teaching task is very tight. In recent years, the end time of our new courses is the last one, basically at the end of March, and the review time is short. Therefore, there is a phenomenon of robbing classes, and everyone wants to end the new class as soon as possible and enter the review. In order to leave more review time, trying to catch up with the progress in normal teaching will inevitably lead to students' "indigestion" of knowledge, and even make some students who can't keep up with their studies lose interest in chemistry.

2. In the teaching of elemental compounds, due to the short time, rich content and strong comprehensiveness, some students can't adapt to it, and there is no knowledge network, so the teaching methods and teaching efficiency need to be improved.

3. In the senior high school entrance examination in previous years, it was found that students still lacked the general methods of scientific research and the ability of written expression. Therefore, it is necessary to continuously strengthen the infiltration of scientific thinking methods in teaching, starting with standardizing students' oral expression training, and gradually forming rigorous and correct written expressions.

4. Problems: As far as chemistry is concerned, there were few chemical experiments last semester, and students' ability to operate experiments was not fully trained; In addition, due to the rush to finish the new lesson, there is no better organization for students to review, and some basic knowledge students are not firmly mastered and lack the necessary training, so the results in the exam are not ideal. Students have heavy learning tasks in all subjects, and most of the time they are busy with the homework assigned by the teacher, so they have little time to review, preview and think about the learning content, and their learning habits and methods are relatively poor.

Third, the teaching plan for the next semester

1, lay a solid foundation. The problems existing in students' answering questions are closely related to their failure to accurately understand and master the basic knowledge and skills of junior high school chemistry, so it is still the top priority to attach importance to and strengthen the study of basic knowledge and skills. Grasping basic knowledge means grasping the knowledge of chemistry textbooks and trying to pass every chapter well in teaching. Because of the differences in intelligence and learning foundation among students, students' ability to master chemical knowledge is also different. Teachers should teach students in accordance with their aptitude and try to reduce backwardness. To master the basic skills, we must master the skills of using chemical terms and the basic skills of experiments. In the usual experimental teaching, students should really understand the chemical reaction principle, device principle and operation principle involved in each experiment, give them more opportunities to do experiments, and experience the process and fun of observation and research through experiments to effectively improve their experimental ability.

2. Pay attention to the process of acquiring knowledge and the cultivation of scientific inquiry ability. To improve students' ability, it is necessary to strengthen the cultivation of students' scientific literacy, ability to find problems, analyze problems and solve problems in teaching. In the usual teaching and review, we can't "emphasize the conclusion, ignore the process, emphasize simple mechanical exercises, and ignore the analysis of problem scenarios and problem-solving ideas". Instead, we should attach importance to the process of acquiring knowledge and let students master the "basic subject thinking method" of learning chemistry. The scientific inquiry content in chemistry test questions puts forward higher requirements for junior high school chemistry teaching. It is necessary to accurately grasp the direction of curriculum reform, take textbook knowledge as the basic inquiry content and the surrounding environment as the reference, so that students can experience and appreciate scientific inquiry activities, take the initiative to learn, and gradually form scientific inquiry ability.

3. Closely connect with the reality of social life and master the application of knowledge. The senior high school entrance examination questions involve social hot topics such as environmental protection, and examine students' knowledge and ability from multiple angles. The examination of this kind of test questions has been gradually strengthened in recent years. This requires chemistry teaching to break through the limitation of simply instilling textbook knowledge, reduce the time and energy consumed by mechanical practice, and let students have time to read extracurricular scientific and technological knowledge, contact and understand society as much as possible, observe and analyze problems from the perspective of chemistry, and apply what they have learned.

Summary of Chemistry Teaching in Grade 9, Grade 4, Last semester The time of the first semester is fleeting, and the teaching of this semester is coming to an end. Since the beginning of the semester, I have been a math teacher in grade nine, and I have been strict with myself in all aspects of teaching, insisting on the "three noes" (that is, no talking, no sleeping and no snacks in class). In order to do a better job in teaching next year, do a better job, give full play to their own advantages in future work, sum up experience and learn lessons in time, and now summarize the work of one semester as follows:

I. Education and teaching work

Teaching is the center of all school work and the key to test the success or failure of a teacher's work. Since a semester, I have made full use of the existing education and teaching resources of the school, insisted on preparing every class and doing every class well, and achieved certain results in all aspects.

1, in-depth and meticulous lesson preparation

At ordinary times, I study the teaching materials carefully, consult various materials from various sources, deeply understand the teaching materials and accurately grasp the difficulties. When making teaching objectives, we attach great importance to the actual situation of students. The lesson plans are carefully written and lessons are constantly summed up.

2. Pay attention to the classroom teaching effect.

According to the characteristics of ninth grade students, we should give priority to pleasant teaching instead of full-time irrigation, insist on taking students as the main body, teachers as the leading factor, teaching as the main line, and pay attention to the combination of teaching and practice. Pay attention to key points, break through difficult points, explain clearly and accurately, be coherent, have vivid emotions, have clear clues, be distinct and concise. Pay special attention to arouse students' enthusiasm in class, strengthen the communication between teachers and students, fully reflect students' subjective initiative, and let students study easily, easily and happily; Pay attention to accurate and concise lectures, teachers should talk as little as possible in class, and students should use their mouths and brains as much as possible; At the same time, in each class, fully consider the learning needs and learning ability of students at all levels, so that students at all levels can be improved.

3. Ask other teachers with an open mind

In teaching, if you have questions, you must ask them. In the study of each chapter, actively seek the opinions of other teachers and learn their methods. At the same time, we should listen to excellent teachers' lessons, learn from others' advantages, overcome our own shortcomings, and often invite other teachers to attend classes to solicit their opinions and improve our work. Insist on participating in teaching seminars inside and outside the school, constantly learn from other people's valuable experience and improve their teaching level. Always consult experienced teachers and often discuss teaching problems together.

4. Homework and exercises

When correcting homework, we should be serious and timely, strive for batch correction, analyze and record students' homework, classify and summarize the problems that students have in the process of homework, and make the counseling targeted.

5. After-school tutoring

After class, students at different levels should be given corresponding counseling to meet the needs of students at different levels, avoid the disadvantages of one size fits all, and at the same time increase the counseling efforts for underachievers. Counseling for underachievers is not limited to learning knowledge, but more importantly, learning ideas, so as to improve their grades.

Second, the problems existing in the work

1, the textbook is not deeply excavated.

2. The teaching method is dull, which can't attract students to learn, and the guidance and inspiration to students are insufficient.

3. The research on the new teaching concept under the new curriculum standard is not deep enough. Lack of theoretical guidance for students' autonomous learning and cooperative learning.

4. Poor students are caught in their hands. Due to the lack of understanding of students, their learning attitude and thinking ability are not clear. I've said everything I need to say in class and review. What students have mastered is unclear in the teacher's mind, which leads to blindness in teaching.

5. Insufficient teaching reflection.

Third, the direction of future efforts.

1. Strengthen learning and learn new teaching concepts under the new curriculum standards.

2. Learn the new curriculum standard, excavate the teaching materials, and further master the knowledge points and test sites.

3. Attend more lectures and learn the teaching philosophy of advanced teaching methods of teachers in the same subject.

4. Intensify efforts to improve students' quality, strengthen teaching reflection and increase teaching investment.

Summary of chemistry teaching in the ninth grade last semester 5 I. Growth experience

I am an ordinary teacher in Baqiangzi Middle School. I began to take part in education from 1987. From 1990 to now, I have been engaged in chemistry teaching for 20 years. Looking back on my teaching career, I have been down-to-earth, diligent and open-minded, and have made some achievements, which have been well received by school leaders and parents. From 20xx to 20xx, he was rated as an advanced individual at the township level for three consecutive years, and was rated as a county discipline leader in 20xx and 20xx. Now I will report some of my own practices to the leaders and teachers, please criticize and guide.

Second, experience

(1) Understand the textbook thoroughly and work hard on preparing lessons.

In the process of preparing lessons, I first read the curriculum standard, find out the requirements of the curriculum standard for this class, then deeply understand the teaching materials, carefully find and dig the knowledge points of this class, create problem situations according to each knowledge point, and guide students to actively think and discuss through observation and experiment, and draw correct conclusions after discussion. Carefully design exercises with different gradients, consolidate and strengthen knowledge points, and finally transfer and extend knowledge points.

In order to make up for my lack of thinking, I look up excellent teachers' lesson plans and courseware online for reference and screening, and enrich the highlights of others into my lesson preparation. In the process of visible production, we should brainstorm and combine the concrete reality of our students. When encountering technical problems, consult young comrades who are proficient in computer technology with an open mind, and strive to make the courseware perfect, making it the most powerful auxiliary means in class.

For example, when I was talking about the third topic of Unit 6, carbon dioxide and carbon monoxide, I first carefully read the curriculum standards and the contents of the teaching materials, then determined the knowledge points that should be mastered, studied the problems of each knowledge point, and made clear which knowledge points were mastered through review, which were mastered through experimental observation, which were mastered through experimental exploration, which were mastered through self-study and which were mastered through migration and extension.

By preparing lessons and attending classes in this way, the density of classes is increased, the enthusiasm of students is stimulated, and the learning efficiency of students is improved. Significant results have been achieved, and students' chemistry scores have been steadily improved year by year.

(B) keep pace with the times, bold innovation, and constantly improve the quality of classroom teaching.

1。 In teaching, I attach great importance to the accuracy of language, and strictly require myself and my students not to use dialects or mispronounced words, such as Wu (zh √), He (hè), Hun (hê n) and Hun (hê n). In the application of controlled variable method, I also pay great attention to the accuracy of language, such as hydrochloric acid with the same mass fraction, adding at the same time and so on.

When I was talking about the preparation of carbon dioxide in the laboratory, I did three experiments: the reaction between sodium carbonate and hydrochloric acid, the reaction between marble and dilute sulfuric acid, and the reaction between marble and dilute hydrochloric acid. Through comparison and summary, it is concluded that marble and dilute hydrochloric acid are ideal drugs to prepare carbon dioxide, but they can't be said to be the best drugs, because dropping dilute hydrochloric acid into the separatory funnel can control the reaction speed of sodium carbonate and hydrochloric acid, which can reduce the concentration of hydrochloric acid and control the reaction speed of sodium carbonate and hydrochloric acid. Marble powder can be used to prepare carbon dioxide with dilute sulfuric acid.

2。 Using visual metaphor to connect the abstract knowledge in textbooks with the phenomena in life can not only stimulate students' interest in learning and attract their attention, but also pay attention to the connection between knowledge and life, making learning and life lively. For example, when talking about the combination of metal elements and nonmetal elements, the ability to get electrons from them is different, different. Just like children (metal atoms) and adults (non-metal atoms) grab things. When atoms of nonmetallic elements combine with each other, their ability to get electrons is different, and the difference is not big, just like two adults grabbing things. When talking about oxidation reaction and reduction reaction, the gains and losses of oxygen are compared to transactions in commodity economy.

When describing the composition of atoms, I compare the nucleus to a street lamp in summer, and compare the electrons moving outside the nucleus to mosquitoes under the street lamp. When it comes to valence, when an atom is combined with other atoms, the combined quantity is compared to the bargaining price between buyers and sellers in commodity exchange. If trading is carried out, the outermost electrons of the atom will reach a stable structure and form a stable compound. Through this explanation, abstraction becomes concrete and boring becomes interesting. The effect of students' lectures is particularly good.

(3) Teach them to fish and strengthen the guidance of methods.

It is better to teach people to fish than to teach them to fish, so in teaching, I focus on strengthening the guidance of learning methods. For students with good original knowledge base, proper learning methods and strong learning confidence, the key point is to guide students to develop knowledge vertically and horizontally, develop students' thinking, and make students learn with endless aftertaste. For students with poor original knowledge base, poor learning methods and weak learning confidence, the key point is to guide students to develop good reading habits and insist on reading with themselves, which is conducive to students' accumulation. Let the top students "eat well" and "learn well" and let the students with learning difficulties "keep up", and each has its own gains.

(D) Summary, so that knowledge is systematic and regular.

In teaching, I pay attention to the accumulation of materials. Based on my many years' teaching experience and understanding of teaching materials, I have devoted myself to studying and carefully compiled a Handbook for Summarizing the Laws of Chemical Knowledge, such as the questions of "three characters", "the most important" in chemistry, "doing" in substances, "composition" and "composition", and the common names of substances, which are well received by students.

Three. The direction of future efforts.

With the strong support of leaders and personal efforts, although some achievements have been made in recent years, I think there are still some shortcomings in teaching. In the future, I will redouble my efforts to strengthen experimental teaching, change some demonstration experiments into talking and doing, or change some experiments or do some optional experiments, encourage poor students to do some small family experiments themselves, and further stimulate their enthusiasm and inquiry spirit.

There is no end to learning. I will, as always, continue to explore the fertile soil of chemistry teaching, learn from my peers and strive to become an excellent chemistry teacher.

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