Research On The Presupposition And Generation Of Effective Classroom Teaching Based On The Principle Of Chemical Reaction In Senior Middle School

Chemical reaction principle is the core of chemistry learning in senior high school,Students will encounter a lot of difficulties in the process of leaming.In the college entrance examination,High requirements for the examination of principle knowledge is needed.But the knowledge of chemical reaction principle is special.It is necessary to construct the relationship between macro phenomenon and micro theory.Therefore,to explore the effective teaching of chemical reaction principles is necessary.lt is of great help to the teaching of chemistry in senior high school and the promotion of students’interest in learning.According to the chemical reaction principle effective classroom evaluation standard and implementation strategy,the full design of the class will be suitable for the development of students.There are different generating points in the classroom,which can be sublimated and transcended on the basis of presupposition,and fed back to the classroom presupposition by sublimation and transcendence,so as to provide the foundation for the next more effective classroom.Under the full presupposition and generation,the effectiveness of classroom teaching will be improved continuously.Therefore,the study discusses what is effective classroom teaching?What is presupposition and generation?How to combine presupposition and generation organically?How do teachers presuppose to make classroom teaching more effective?How can presupposition and generation serve effective classroom teaching?This research is divided into five aspects:the first part discusses the significance of the research under the background of the new college entrance examination and the objective reality of the college entrance examination model.The second part of the study summarizes the core concepts from the definition of "effective classroom presupposition and generation" of the core concepts and the status quo of the study is described in detail,and the results of the questionnaire survey in the research integration analysis.The third part expatiates the effective classroom evaluation standards and implementation strategies according to the integrated curriculum standards and related materials.On the basis of effective teaching,the fourth part carries on the implementation of presupposition and generation,mainly discusses the relationship between presupposition and generation,the implementation of presupposition and the implementation of generation.The fifth part analyzes,induces,arranges the research,obtains the research conclusion,finds out the research insufficiency.The conclusions of the study are as follows:The effectiveness of the classroom should focus not only on the scores of the students’ examinations,but also on the cultivation of the students’ academic literacy.Therefore,teachers should understand the difficulties,optimize the teaching objectives,analyze the learning situation,design the teaching block reasonably,return to the textbook,find the breakthrough,do the problem presupposition,refine the knowledge,reflect and review in time after class.The meticulous presupposition of teaching is the foundation of classroom exciting generation.Similarly,the generation in the classroom,whether presupposition generation or non-presupposition generation,provides the material for the subsequent presupposition,and the generation is the sublimation and transcendence of presupposition.The combination of presupposition and generation can further improve the effectiveness of classroom teaching.Through the research of presupposition and generation,this paper constructs a knowledge system,analyzes the psychological activities and learning obstacles of students in the process of learning,and breaks through the important and difficult points of learning.When presupposing and generating complement each other,there is no absolute who is good or bad,and no fixed percentage.We cannot think that presupposition occupies most of the classroom time is not a good lesson,nor can we think that the generation of the most time is a good lesson,as long as the combination of presupposition and generation,the classroom teaching effect is effective.The students are active and lively,so we can say it is a good lesson.To a certain extent,the research has broken through some key points and difficulties in the teaching of principle knowledge,which can provide a reference for teachers how to teach effectively,and has a strong practical significance.