1. Utilizing Students'Curiosity in Experiments
Developing students'good habit of preview chemistry is the starting subject of ninth grade. According to students' existing knowledge and ability, students are allowed to preview at the beginning, then listen to the class with questions, integrate book knowledge and teacher's teaching content, and take knowledge imparting as a process, so that students can learn to learn, chemical experiment inquiry as a process of chemistry teaching, a means, teachers can. Use the enthusiasm of students to watch demonstration experiments and their desire to do experiments by themselves. After arranging students'preview, cultivating students' purposeful, means and methods, then operating, let the limited experimental exploration in junior three chemistry play a full role. For example, in the first chapter, "Entering the Chemical Laboratory" requires students to know a variety of chemical instruments and medicines. Before class, I arranged the following contents: 1. Take a look at all the instrument drawings and names in the book. 2. Which instruments are you particularly interested in and why? 3. What instruments can you remember? According to our daily life and scientific experiments in the future, can you draw some common instruments with your teachers? Do you find any regularity in drawing? In class, I first arranged the students to visit the pharmaceuticals and instruments in the chemical laboratory in an orderly way, and put the instruments required in the textbooks on the experimental platform. The students were asked to introduce the instruments they were interested in and write down the names of the instruments on the blackboard. He also looked at the instruments he remembered once: Which instruments are not easy to remember? Why? The students who came to the stage to introduce the instrument were very devoted, and the students under the stage listened very carefully. Those students with poor learning ability will also refer to textbooks and point out the mistakes of their classmates on stage. When drawing instrument drawings, students devote themselves wholeheartedly to pointing out each other's faults. Classroom atmosphere is very active. Students preview first. Teachers always take textbooks as the main line and give full play to the role of textbooks. In the classroom, teachers are directors and students are actors. Students'preview and active participation make the teaching achieve twice the result with half the effort.
2. Let students participate in teachers'demonstration experiments
Bruner's Discovery Learning Theory, which aims to cultivate students'practical and mental abilities, holds that "knowledge is a process, not a product." The main purpose of learning is not to remember what teachers and textbooks say, not to make students the recipients of scientific knowledge, but to actively and actively explore knowledge. At this time, the teacher's role is to set up a situation where students can explore independently and guide them to acquire knowledge, instead of providing ready-made knowledge for students, fully believing in and mobilizing the enthusiasm of students, abolishing the examination-oriented education method of "one lecture, one lecture and one full 45 minutes". In the classroom, students are encouraged to do demonstration experiments. On the basis of full preview, students practice under the guidance of teachers before class to ensure the success of classroom experiments. Because students participate in the classroom demonstration experiment, the classroom atmosphere becomes relaxed and active, and students pay more attention to the observation of the experiment. While students observe the experiment carefully and intuitively, they are also concerned about the success of the peer experiment. The students who demonstrate on stage can enjoy the joy of the success of the experiment. Even the lessons of failure can benefit him for life. Which students can be honored to demonstrate? According to the type and difficulty of the experiment, students can be selected as a reward for students who have made significant progress in learning, but also as a reward for students who have poor academic performance and strong practical ability; and excellent students can be recommended as a model for students to learn, so that students can actively participate in teaching. Most of the classroom demonstrations and in-class experimental explorations can involve students, such as "Exploration of Human Exhaled Gases and Inhaled Gases" in which carbon dioxide is injected into clarified lime water: collecting human exhaled gases by drainage. While lamenting this experimental phenomenon, we should also think about and explain why it happened. In addition, in the experiments of oxygen, carbon dioxide and the properties of acid and alkali salts, more mobile phone opportunities are created for students. In the pre-class preparation, teachers should let students understand and grasp the operation essentials and steps, let them do it without fear of students'mistakes, teachers and students work together and participate in the design of experimental reports. In this way, students are not only the main body of the classroom, but also the chemical one. The protagonist in the middle school experiment. In the course of the experiment, the students'hands are more dexterous and their thinking is more mature.
3. Solving Learning Problems by Chemistry Experiments
Psychologists believe that perception and observation are the first stage in the cognitive process and also the direct cognitive stage. Only on the basis of perception and observation can people master the advanced stages of cognition, such as representation, imagination and thinking. In addition to the limited number of experiments for ninth grade students, there are some disadvantages in terms of quality, such as the unified mode of textbooks, and students'creative thinking can not be well trained and developed. In order to fill this kind of deficiency, teachers can arrange representative problems encountered in students'learning, such as typical examples that can broaden their thinking and develop creative thinking, through careful design, into students' experiments. Students explore by themselves, explore by themselves, and observe by themselves. Recognize and solve problems in the experience of success and failure.