Effective on the junior high school chemistry classroom Teaching-毕业论文翻译.docVIP

Effective on the junior high school chemistry classroom Teaching Abstract: The effectiveness of teaching chemistry is ideal for the classroom to pursue this paper in three main aspects of a brief introduction: The problem of the validity of the effectiveness of materials used, the effectiveness of student participation. Keywords: chemistry, effective classroom, interesting; utilize materials, group cooperation Classroom teaching is a unique art, but it is also a teacher’s teaching style reflects the unique, if the design and performance of teachers, ‘unique’, it will attract students, or classroom will lose their ‘aura’ does not make sense. some young teachers just graduated from school, standing on the podium, to school and class, the students did not appeal, the students learn more the more lack of confidence, teaching performance than other teachers even close, so that a long time, the young teacher will produce inferiority complex that they are not suitable for teachers. In fact, a good chemistry teacher, except with profound knowledge and deep basic skills, but also need to understand better each lesson of teaching art, the pursuit of effective classroom teaching Effective teaching the core of teaching effectiveness, that is, what kind of teaching is effective so-called ‘effective’, mainly refers to a period of time by teachers in the teaching, the students received specific progress or development. teaching is not effective, does not mean teachers have taught or teach the content is serious, but to what students have learned or poor students learn better if the student wants to study or learn, no gain, even if the teachers teach is also working hard ineffective teaching. the same If students learn very hard, but has not been properly developed, is invalid or ineffective teaching, so students without progress or development is the only teaching is not effective indicators combined with my years of teaching practice, he made a about teaching strategies