for the experimental class chemistry teaching thinking(实验类化学教学的思考).docVIP

for the experimental class chemistry teaching thinking(实验类化学教学的思考).doc

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for the experimental class chemistry teaching thinking(实验类化学教学的思考)

For the experimental class chemistry teaching thinking Experimental class students thinking they thinking, a sense of innovation and distinctive personality. Based on this characteristic, combined with the requirements of the new curriculum reform, to change the traditional teaching methods imminent first learn to accept advanced teaching philosophy, which fully reflects the The theory of quality education at its core is to enable students to learn to know, learn, learn to create active development, culture personality for the purpose, to construct a “self-learning” teaching mode. the classroom key in this mode: teachers should create situations carefully inspired guide students to participate fully in the initiative to explore the chemical laws of harmony and unity of the teaching and learning process contextualised teaching After groping and try, On the following three experience: First, the reconstruction of a new type of relationship between teachers and students, and the creation of self-learning atmosphere To create a new type of democracy, equality teacher-student interaction and life and life exchange. Teachers to respect and trust each student for every student to show self platform to inspire every student through well-designed series of ladder issues, think for, and actively participate in and express their views, especially the design of the experimental program, identification of substances, some calculation problems solution, often in different ways, each with its own characteristics, can be a panel discussion, a proposal by one person on behalf of the group, others added. teachers are not jumping to conclusions, and explore each other only by the students, the teachers asked the question again and guide teachers to present their views, the advantages and disadvantages of evaluation by the students, the teachers asked the conventional methods by students looking for clever solution method, a question often raised four five methods, the characte

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