How To Grasp An Opportunity To Teach Chemistry For High School Grade One Students During This Key Period

From ancient times, the value of chemistry in people's production and life plays a huge role in driving human progress and development. Under current policy of Jiangsu's college entrance examination, chemistry becomes a relatively weaker subject because it is taken as an elective subject. In this case, when selecting courses, the students was inclined to give up chemistry subject, subsequently some potential sources are lost. It's really important to build basic quality and bring up excellent students in chemistry subject at the very beginning of high school study. Thus, chemistry teachers should strive to seize this important educational opportunity to carry out chemistry education research, which is meaningful both in practice and in theory.In this paper, comprehensive questionnaires, inductive interpretation of the law and literature analysis and other methods, combined with education opportunity theory, the Zone of Proximal Development theory from Vygotsky and scaffolding teaching theory, are used to explain how to seize the high school teaching critical time for teaching from three aspects such as students, teachers, teaching materials. The details are as follows:By high school students of the psychological characteristics and learning situation analysis, the high school students have basic ability of exploring research and problem-solving skills, knowledge base gap is not large, the chemistry teachers should give the proper guidance timely according to the physiological and psychological characteristics at this period, to seize this critical opportunity for teaching can be more efficiently. At the meantime, some of the non-intellectual factors can't also be ignored such as student interest in learning, learning attitude and study habits, even family and other aspects of educational factors.As high school chemistry teachers, we should be fully integrated with the characteristics and cognitive basis, re-examine and reflect on their teaching attitudes, teaching methods and teaching styles, to study material characteristics, teaching materials and methods and teaching strategies, and fully demonstrate the presence of chemistry to enhance the charm of chemistry, and be prepared to cultivate students having potential in chemistry for colleges in future.Due to the different curriculum standards between junior high school and high school, teaching materials and content of the presentation are not the same. Compared to junior high school textbooks, high school chemistry textbook has some significant features: great emphasis on training students in summarizing, abstract thinking ability; focus on experimental operational capability; pay attention to stimulate students to learn chemistry attitudes and values. Case described by several closely linked to chemistry teaching materials, teaching, and then adding some innovative ideas for stimulating interest in chemistry, to develop scientific values, and so is particularly important.