My chemistry class Five Steps approach-毕业论文翻译.docVIP

My chemistry class Five Steps approach Summary: I through continuous exploration, study and sum up a “school, and asked, speaking, training, a” five-part approach, specifically described as follows: First, the five-step approach of the basic content of their relationship. Second, the five-link operation between the process and time allocation. three to five specific aspects of teaching content and precautions. Keywords:: learning to ask about a five-part training approach After years of chemistry teaching career, I concluded after a continuous exploration of a “school, and asked, speaking, training, a” five-part approach, specifically described as follows: First, the five-step approach of the basic content and their relationship “Learning” is designed for students in teacher case study to learn; “Q” refers to the issues raised by teachers and students in the learning process generated questions; “talk” refers to appear to explain the last part of the students can not answer problem; “practice” refers to a number of carefully selected students to do with typical practice, and consolidate the knowledge learned; “record” refers to something learned on the basis of creation, to be innovative, specifically in the open Exercise training, program design, chemistry experiment, repeated training of students through innovative thinking and innovation. In these five areas of “Science”, “ask” their mastery of knowledge The key is to “create”, “practice” basis. The five aspects of the dialectical relationship is: “ask” is to learn the beginning (here Q is the the case of a teacher learning problems); “learning” is to ask the foundation; “practice” is “learning” and “ask” the consolidation; “The Creation” is a “learning” and “ask” sublimation. Second, the five aspects of the operation between the process and time allocation In middle school, students are new to chemistry, the teacher must be based on knowledge-based, an appropriate balance between