Exploration And Practice Of Chemistry Variant Teaching In Rural Junior Middle School Under The New Curriculum Standard

The basic idea of The Chemistry’s Variant Teaching in junior middle school is adopting different knowledge systems and teaching methods, relevant chemical basic concepts and universal rules, chemical experiments, teaching and learning, etc. to design. They can purposefully attract students to see clearly “unchanged” from“changed” and seek for regularities in “unchanged” to develop students thinking independently and improve students’ abilities to deal with emergencies. They also can arouse students’ interests in chemistry learning, and develop students’ exploration and creation to realize the goals of new course standard.The middle school chemistry teachers hope students master and understand chemical concepts and consolidate knowledge system and expand applications by doing some relevant chemistry variant trainings. Let them think flexibly and clearly.Teachers create questions situations to analyze texts and deepen teaching revolution and lay the foundation of chemistry teaching research and set a self-learning and developmental room for students. During the process of dealing with problems,teachers arouse students’ divergent thinking and explore solutions to multi-dimensional problems by changing the titles’ outer conditions, characters or results. Students can exert their perspective creation and be aroused learning interests and motivations and develop their exploration and challengeable spirits.This article is about several problems in present ruraljunior middle school chemistry teaching. The writer found out the present situation in chemistry“teaching” and “learning” by questionnaire surveys. Based on the theory of the“Variant Teaching”, the writer analyzed these problems and designed a series of“variant” examples, aiming to providing with some reference in rural middle school chemistry teaching revolution.