How to quickly adapt to high school chemistry learning-毕业论文翻译.docVIP

How to quickly adapt to high school chemistry learning [Abstract] Gao a new pack in terms of form, content has changed a lot. However, the fundamental change in the focus of teaching is to enable students through classroom learning, in mastering basic knowledge of chemistry based on the greater emphasis on chemistry in life, social role, more emphasis on student understanding of chemical knowledge, and integrated use of capabilities, greater emphasis on training the students view of science and values. [Keywords:] to quickly adapt to new teaching materials teaching suggestions 2008 is the first year of the New Curriculum Reform in Henan Province, chemical materials using a version of the experimental teaching materials in Shandong Science and Technology. The materials can be faithfully reflect the concept of high school chemistry curriculum standards, the content choices are consistent with real life and students in practical and demonstrated the frontier. But for students in high school, from the third-year tradition of teaching materials into a new high-materials, prone to inappropriate situations. This requires high school teachers in the teaching process, focusing on the students ability to guide them to master the correct methods of learning, to enable students to adapt to high school chemistry learning to enhance learning, to lay a solid basic knowledge of chemistry. If the learning strategy can not quickly adapt to the requirements of the new materials would be brought to its knees in the chemistry learning, and even affect the other disciplines of study. To this end, the author with their own teaching experience, and proposed two suggestions: 1, study recommends 1. With the living teaching material. Materials to break the traditional sub-clan system, to be based on the common elements of life and material as the main line to learn, it seems law is not strong, in fact more acceptable to students. For example, the new textbooks Chapter 1, section 2,