Chemistry Teaching the magnetization-毕业论文翻译.docVIP

Chemistry Teaching the magnetization Abstract: How to attract students into the classroom up to allow students concerned about the teaching content is key to the success of teaching. In this paper, teachers, chemical knowledge, classroom instructional design in three dimensions the magnetization of the chemistry classroom teaching briefly discussed the matter. Keywords: classroom teaching magnetization Confucius said: ‘those who know it better than those of the good of those who were not as fun. ‘Can be seen, Confucius advocated fun to learn. But now their classrooms, although two curriculum reform guided by the spirit but we can not deny that in most of the ‘homely lesson’ on the teachers face packed with students and teaching objectives to be achieved, more often, or take the traditional classroom teaching approach, that is the main classroom teachers. Unknowingly to the students deemed to have accepted the container. However, such teaching will make the classroom teaching has become boring, mechanical without emotion. Students from very difficult to find a fun, not to mention Confucius advocated in order to learn for the fun of. In the work of the decade, I think this kind of situation in a chemistry classroom teaching is more serious. I work in the school conducted a survey, the questionnaire down most of the students do not like the chemical, the more the more intelligent students do not like chemistry. Is not just the school I work, the more high-level schools, their students are far less than the preference of the chemistry of the love of physics. Some of the students in the questionnaire that the chemistry is science in the arts, things to remember are more knowledge-point comparison trivial. Some students mentioned that there are too many chemical phenomena, including teachers, including no clear answer. Have students find chemistry are microscopic, invisible, hard to understand. Even some students feel that chemistry teacher is very boring, so not inter