Presupposition And Generation In Chemistry Experiment Teaching

For a long time,the classroom teaching method in our country has been teacher-centered,emphasizing the teaching of knowledge transfer and cognitive goals,and often in teaching to ignore students' abilities and emotions,attitudes,values raise.The teaching mode of teacher elastic presets and student dynamic generation is to face and deal with the situation in the classroom from the students' cognitive level,and to open up a new way of thinking of classroom teaching mode.Starting with the research status of generated teaching at home and abroad,this paper analyzes the development process of presets and generation,and Based on the analysis of the development trend of teaching design under the preset and generative teaching concept,this paper expounds the research of this topic significance.In the study of the current situation of chemistry classroom teaching in middle schools,this topic adopts action research and classroom.Observation,literature and other methods,through a large number of their own practice classroom teaching cases and some other practical cases of middle school chemistry classroom teaching,with dynamic generation of the perspective of analysis,found the current high school chemistry classroom teaching process problems,and through the previous proposed for "generation" and "preset" of the middle school chemistry classroom teaching process model,from which to analyze how to reasonably explore the generation time,and how to properly use the generation time,Combined with the purpose of classroom teaching,we construct a reasonable classroom teaching model.It also puts forward higher demands and new challenges for teachers and students.This paper puts forward how to combine the preset generation teaching mode with chemistry plate teaching,how to grasp the generation timing strategy in the classroom teaching activities,and how to position the teacher's role and the development of students in this activity.After studying this paper,the following conclusions are drawn: In how to cultivate the environment of generative resources,it is necessary to build a good and harmonious teaching atmosphere,teachers and students to do a good job of teaching preparation at the same time pay special attention to teaching and life closely linked,in the classroom how to collect preset generative educational resources,you need to focus on students' different perspectives in the classroom,anomalies in the experiment,and different methods in the problem solving process,and in terms of screening useful preset generative resources.It is necessary to combine the teaching objectives of the classroom with the actual needs of students,and to focus on the teaching objectives and students' needs.