What new ideas should we establish in the new chemistry curriculum?

Student-centered, well-designed classroom instruction. Implement the implementation of three-dimensional goals in the teaching process. Change the teaching method in order to change the learning method, truly achieve the service of teaching for learning, make full use of the characteristics of the discipline, be close to life, combine taste, pay attention to the connection between various disciplines, and cultivate the comprehensive quality of students.

In the teaching of chemistry, it is also necessary to deal with the relationship between knowledge and skills, processes and methods, and emotional attitudes and values. The actual teaching process is a process of interweaving and unifying consciousness and behavior, and it is necessary to do a good job in the integration process to achieve the harmony and unity of the three-dimensional goal. In the past, due to the excessive pursuit of knowledge and ability goals, ignoring the process and method, emotional attitude and value goals, the classroom was basically based on the teacher's explanation, and the students passively accepted it, and there was a lack of communication between teachers and students, and the classroom was monotonous and old-fashioned, resulting in a weak grasp of knowledge.

The evaluation concept of the new high school chemistry curriculum is mainly reflected in the following four aspects: The evaluation goal has changed from overemphasizing the screening and selection of evaluation to promoting the all-round development of students. The screening and selection function of evaluation is diluted, and the teaching of chemistry is changed from "suitable for education" to "suitable for students", and the service concept of providing high-quality education for students' growth and development is established.

The content of the evaluation has changed from the learning evaluation that simply attaches importance to knowledge to the evaluation that attaches importance to the comprehensive quality of students. Change the previous single evaluation based on knowledge learning; Emphasizing the consistency with the curriculum objectives, the comprehensive quality evaluation of students from the three dimensions of knowledge and skills, process and methods, and emotional attitudes and values is carried out, so as to tap and develop students' potential in various aspects. The evaluation method has changed from simply emphasizing paper-and-pencil testing to comprehensively using diversified evaluation methods.

Three evaluation methods corresponding to the new curriculum were proposed, namely, paper-and-pencil test evaluation, learning portfolio evaluation and activity performance evaluation. Since the paper-and-pencil test is still an effective form of evaluation of the new high school chemistry curriculum, the evaluation function and the use of evaluation results focus on assessing students' ability to analyze and solve problems, emphasizing the synthesis of process, diversity and openness. The evaluation of learning archives is a process of learning and reflection carried out by students independently, and students can collect the content of archives from various aspects. Activity performance evaluation is carried out in the process of completing a series of tasks (such as experiments, investigations, design, etc.), and it analyzes students' performance in various learning activities through observation and recording. In the specific evaluation process, attention should be paid to the organic combination of quantitative evaluation and qualitative evaluation to improve the effectiveness of evaluation.

The subject of evaluation has changed from students' passive participation in evaluation to students' active participation in evaluation. In the evaluation of the new high school chemistry curriculum, special emphasis should be placed on the status and role of students in the evaluation, and the degree of active participation of students in the evaluation activities. Establish an open and relaxed evaluation atmosphere with teacher-student interaction, encourage students to conduct self-evaluation and group mutual evaluation individually and in groups, prompt them to reflect on their own learning process, give full play to the regulatory role of metacognition, and optimize the learning process.

1. Pay attention to the best of chemical experiments, let students do more hands-on, and enhance their hands-on and brain-moving abilities.

Second, students are the main body, and students are fully allowed to speak.

3. Pay attention to the connection between chemistry and life, and chemistry should serve life at the same time.

Fourth, increase more open-ended questions, fully mobilize students' enthusiasm for learning, and stimulate their inner potential.

Establish the concept of green chemistry and the concept of saving, high efficiency and safety.

Junior high school chemistry is mainly to understand the equations and phenomena of chemical reactions. Basic understanding of chemistry. There are very few difficult places.

Student-oriented, focusing on practice and ability development.

Refer to the attached literature, and if it is a short-answer question, just find a few theoretical sentences and write it.

First impression stimulation method.

Create problem situations to cultivate interest in learning.

Guide**, cultivate interest.

Design fun experiments to keep you interested.

In the teaching process, teachers must constantly summarize the teaching experience, constantly improve the teaching methods, optimize the classroom chemistry teaching process, make full use of the characteristics of chemistry, combine the actual situation of students, use experiments and audio-visual teaching methods, and actively carry out chemistry practice activities, stimulate students' interest in learning, let students enjoy the fun of learning knowledge, experience the joy of learning from the heart, and cultivate their interests, so as to better learn chemistry.

(1) The deterioration of sauerkraut is caused by the slow oxidation of sauerkraut and oxygen, put the sauerkraut in a clay pot, cover the lid, and then put an appropriate amount of water around the lid, so as to isolate the air and prevent the sauerkraut from being oxidized and deteriorated;

2) At high temperatures, coke reacts with oxygen to form carbon dioxide, and the reaction is: C+O2

Igniteco2；

Carbon dioxide is reduced to carbon monoxide by coke, and carbon monoxide is reducible with a reaction of: 2C+CO2

High temperatures2co；

Carbon monoxide reacts with ferric tetroxide to form iron and carbon dioxide, and the reaction is: 4CO+FE3O4

High temperatures3fe+4co2；

3) Sulfur dioxide and calcium hydroxide react to form calcium sulfite and water, so the equation is: Ca(OH)2+SO2 CaSO3+H2O;

4) Excess acetic acid can react with iron to form ferrous acetate and hydrogen, which can be balanced by observation method, so the equation is: Fe+2CH3COOH=(CH3COO)2FE+H2

So the answer is: 1) to isolate the air; （2）①c+o2

Igniteco2；CO2+C high temperature.

2co；③4co+fe3o4

High temperatures3fe+4co2；（3）so2+ca（oh）2═caso3+h2o；（4）fe+2ch3cooh═（ch3coo）2fe+h2↑．

(1) Isolate the air.

2）c+o2

Ignite CO2 CO2 +C high temperature.

2Co Fe3 O4 +4Co high temperature.

3fe+4co

3) SO2 +CA(OH)2 =CASO3 +H2 O(4)FE+2CH3 COOH=(CH3 COO)2 FE+H2 Question analysis: (1) Water can play a sealing role and isolate air from entering; (2) carbon dioxide is formed by carbon and oxygen under ignition conditions; Carbon and oxygen form carbon monoxide under ignition conditions; Carbon monoxide reacts with iron carbon tetroxide at high temperatures to form iron and carbon dioxide; (3) Sulfur dioxide reacts with calcium hydroxide to form calcium sulfite and water; (4) Iron is ranked ahead of hydrogen in the metal activity order table, which can replace hydrogen from acid.