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Anonymous users2024-02-061. Produce oxygen in the laboratory.
2. Laboratory-produced carbon dioxide.
3. The main chemical properties of metals.
4. Prepare 50g of sodium chloride solution with a solute mass fraction of 2%.
5. Chemical properties of acids.
6. Test of the acidity and alkalinity of the solution.
7. Removal of insoluble impurities in coarse salt.
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Anonymous users2024-02-051. Laboratory preparation and properties of oxygen.
2. Laboratory preparation and properties of carbon dioxide.
3. Combustion conditions.
4. Physical properties and certain chemical properties of metals.
5. Preparation of sodium chloride solution with a certain solute mass fraction.
6. Chemical properties of acids and alkalis.
7. Test of acidity and alkalinity of solution.
8. Removal of insoluble magazines in coarse salt.
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Anonymous users2024-02-04【Abstract】The experimental course of junior high school students' group group takes up a lot of time in terms of organizing teaching and classroom control.
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Anonymous users2024-02-031. Do a good job in students' group experiments: In group experiments, the design should be scientific, not from the book, but innovative. It should not be limited by the conditions of the laboratory, but all the student experiments in the book should be opened.
2. Change the demonstration experiment into a group experiment for students: The demonstration experiment is the most vivid and effective intuitive means in chemistry teaching, and it plays a very important role in cultivating students' scientific quality in an all-round way.
Carefully prepare before class, standardize the operation in class, improve the experimental method, ensure the success of the experiment, use indirect methods, highlight the experimental phenomenon, increase the interest of the experiment, stimulate the interest in learning, make self-made experimental teaching aids, and simplify the experiment because of the ugly. However, if it is only a teacher's demonstration, it cannot play an innovative role in experimental teaching, and it cannot cultivate students' special love for chemistry, so I think it is better to turn the demonstration experiment in the textbook into a student's first experiment.
Three: change the experiment in the exercise question to the classroom experiment: the experiment test question is to examine the specific performance of the student's comprehensive ability in the experiment, these performances are messy and incomplete, and only by turning it into an ability will students get high scores in the exam.
Therefore, I suggest that teachers should transfer this part of the content to the classroom for comprehensive training.
Four: change the life phenomena that students are interested in as experiments: there are many worthwhile examples in life, and guide students to design experimental operating procedures on the basis of the purpose, content and precautions of the experiments you want to achieve the best examples in life.
Implement purposeful, planned process control in group experiments.
Five: After the completion of experimental teaching, we should reflect and record our own bit by bit gains, where the successes are, and those that still need to be improved. Use these experiences and shortcomings to improve teaching in the next lab class.
In this way, the level of experimental teaching of teachers has been greatly improved, and the students' experimental skills have also been significantly improved, and their interest in chemistry has also been significantly improved.
In short, effectiveness refers to the fact that students can learn real knowledge in chemistry laboratory classes, in addition to strict management, students should consciously abide by the order of the laboratory, teachers can not give students too high free space, which will give some students who are not progressing in thinking the opportunity to slip away, try to do less explanation, the experiment lies in the fun, not in the boring step by step according to the teacher to do the experiment. As long as it is not a hazard experiment, just talk about the precautions of chemicals, and let the students do the rest by themselves by referring to the textbook and what they have learned.
Chemistry laboratory teaching blindness is an important means for students to obtain chemical knowledge and test chemical knowledge in chemistry teaching, which can provide perceptual understanding materials for students to form basic concepts and basic theories of chemistry, and can stimulate students' interest in learning. This year, with the great attention of the school leaders and the joint efforts of all chemistry teachers, some new progress has been made in chemistry laboratory teaching, which are summarized as follows: (1) Students' interest in learning chemistry has been stimulated, and students' initiative and enthusiasm in learning chemistry have been continuously improved.
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