Study On The Design And Practice Of "Thinking And Asking The Classroom" In Chemistry Teaching In Senior One

With the requirements of the development of The Times and the promulgation and implementation of the Chemistry Curriculum Standard of General High Schools(2017 Edition),we should change the way students should learn,change the traditional teaching mode of teachers,and improve students ’ learning initiative and enthusiasm.With the idea of "students as the main body,teachers as the leading" as the teaching center,the "thinking classroom" is designed.Teachers use the "thinking classroom" guide learning case for teaching,students use the guide learning case to learn,and obtain chemical knowledge from independent thinking,active participation and cooperative exploration in the classroom.The school practiced by the author has been teaching the guidance case for 6 years,and the guidance case teaching is excellent and lacking.In order to make the guidance case better applied to the classroom teaching,the author combines "thinking classroom" with the guidance case,and studied its application effect in the chemistry teaching of high school.This paper uses literature research,questionnaire,parallel comparison,personal interview,classroom observation,study a class of senior high N school at three points:(1)understand the current study of N high school,(2)prepare the "thinking classroom" guide case according to the design of high school chemistry guidance,(3)conduct teaching practice and analyze the effect and deficiencies.This paper first adopts the questionnaire method to investigate the use of senior one students,mainly to understand the use of the traditional guide cases compiled by the school and whether the guide case is helpful to students ’ study.Then through the analysis and comparison of N high school guidance case and other schools,to understand the current situation of the guide learning case.Then,according to the preparation principle of the guide case,the metal and its compounds of "thinking classroom" were designed in the high school chemistry and carried out teaching practice.Finally,through the comparative analysis of the results of the first and second months,the influence of "question class" analyzed the implementation of "question class" in the chemistry class of senior high school.The research shows that the use of "thinking classroom" teaching is helpful to and improve students ’ learning enthusiasm,learning quality and classroom interaction,and also improves the teaching effect to a certain extent.