Physical Chemistry Midterm Summary

Physical Chemistry Midterm Summary

Part 1: Physics Midterm Summary

With a snap of the finger, in the blink of an eye, I came to Jieshou Middle School for internship It has been nearly three months, and just as time flies across the sky like a shooting star, the school has ushered in the midterm exam as scheduled! I treat physics teaching with a high degree of enthusiasm, and I have never been lazy or procrastinated in my work just because I am a trainee teacher. . Because I have not studied physics for many years, I have to chew a lot of knowledge myself before feeding it to the students. This puts great pressure on whether the students can achieve good results in this exam! But after the exam results come out, facing the students I was so angry that my class's average score was nearly 30 points lower than the class taught by an experienced teacher here! Every time they failed in an exam, there were always some students who felt extremely heartbroken, but they just didn't know how to repent. continue. Should our class do worse than other classes? Is this the truth? What I want to say here is that as a teacher, we hope that our students can get good results. This is not only the best reward for the students' diligent study, but also an affirmation of the teachers' hard work! Because of this, I will tutor the students the night before the exam, giving up my own study time. Fortunately, the exam papers did contain the exact same questions I talked about; unfortunately, there were only a few female students who were willing to make up the classes. During this period, I forced several male students who were wandering around into the classroom to attend class. Half an hour later, these male students left excitedly after asking for my permission. If your heart is not here, what's the use of keeping it? Of course, the sadness and sorrow now seem very unnecessary, and summing up experience and lessons from failure is the top priority. Here, combined with my own teaching experience, I summarize the reasons for the failure in this midterm exam as follows:

Of course, as a physics teacher, you have to bear a large part of the responsibility. I have less supervision on students’ after-school learning, and I do not understand students’ learning dynamics in a timely manner. I know very little about the problems they have in their understanding of physics knowledge. It is obviously not enough to pass a few unit tests. Previously, I asked each student to buy an extracurricular tutoring book, but I did not enforce it. The students turned a deaf ear to my request, and I did not care too much about it, which laid the foundation for the failure of this exam. In the future, I will definitely strengthen extracurricular tutoring for students, and not only provide verbal encouragement to students with learning difficulties, but also provide them with special tutoring. As a normal student who has studied educational theory, I certainly know that junior high school students who are in the character-building stage have weak self-discipline and often have no self-cognitive ability. They should be forced to complete some basic learning tasks. But I always take a chance and firmly believe that they will demand themselves according to the requirements I put forward in class, and I am too laissez-faire about their extracurricular physics learning. ?Textbooks are textbooks, and textbooks are meta. We must base ourselves on the textbooks in our studies and return to our roots! Students must read the textbooks at least three times outside of class? I will be so confident every time in class. Atsushi warned his students. Judging from the students' answer sheets this time, it is obvious that the students did not do what I asked.

Students generally have poor cultural performance, weak foundation, a certain aversion to learning, and a lack of basic self-confidence. The class changes teachers frequently and has become a designated internship base for intern teachers. Previously, two classmates from the Normal University taught in this class. The intern teachers were full of enthusiasm for teaching because they had just started teaching, but their lack of teaching experience was also revealed. At least, I think that I cannot grasp the key points and difficulties of teaching well. The teaching of intern teachers destroys the stability of the class, which is not of great significance to the students. Students have to spend a certain amount of time adapting to the new teacher's teaching style. If this continues, it will be detrimental to the improvement of their academic performance. Of course, the trainee teachers are not much different in age from them, and they are willing to make friends and talk with them, and there are no insurmountable obstacles in communication. They are often more willing to listen to the admonitions of student teachers. In response to this situation, in order to encourage them and enhance their self-confidence, I asked the students to follow me and put their clenched right fist to their ears, and recite inspirational quotes loudly with a serious expression. The situation at that time was very similar. The wind was rustling, the water was cold, and the heroes were gone and never came back. The scene was deeply affecting, shocking to the soul, and remains fresh in my memory.

A female student said to me angrily: "The teachers all say this is not good in our class, that is not good, and they look down on us." They think highly of our users!? I immediately replied: Your idea is very good! When the whole world is ready to give up on you, you can't give up. ?

Poor study habits are also one of the main reasons. Most students do not preview textbooks outside class and do not take notes in class. Whenever I ask them whether they have understood a knowledge point, the students will echo loudly: "I understand." ?Then, I would pretend to be angry and ask: ?Real or fake? Boy, the little girls immediately changed their words and replied: ?I don’t understand, I don’t understand!? In this situation, I had to secretly be glad that I didn’t I missed some important knowledge point, and then took the trouble to explain it again, every time until I was tongue-tied! Since the current teaching syllabus has lowered the requirements for students' computing ability, students can bring calculators into the examination room during the exam, so As a result, their computing abilities are very poor. I once invigilated mathematics exams for grades 6, 7, and 9, and found a problem. The vast majority of students did not bring lightweight scratch paper into the examination room. They would rather bring calculators that were much heavier than scratch paper. Since I started teaching, I have always paid more attention to shaping students' study habits, asking them to take notes and correct wrong questions. I believe that study habits can be cultivated the day after tomorrow, and students at their age have strong plasticity. A good study habit will affect their life, so improving students' study habits will be an important goal of my education.

The road to pass is as iron as iron, and now I am starting to cross over again. The temporary failure will not dampen my confidence in becoming an excellent teacher. If I am lucky enough to become a people's teacher in the future, I will continue to learn, update my educational concepts and methods, expand teaching ideas, and make timely summaries and reflections. I must be worthy of this title of light power but heavy responsibility! < /p>

Part 2: Chemistry mid-term summary

1. Evaluation of test questions:

The test questions are closely related to the textbooks, course standards, and test instructions; the knowledge points are complete, detailed, and cover a wide range of topics. , focused and reasonable choices; the number of test questions is reasonable, the amount of reading is moderate, the presentation form is new, open, connected with reality, daily life, technology and society, focusing on the variations and changes of the original questions; focusing on the "double base" and The examination of experimental teaching focuses on comprehensive ability examination, focusing on the ability to use chemical knowledge to solve practical problems as well as innovation ability, exploratory learning ability, analytical calculation ability, and chemical subject literacy; however, this question focuses too much on the basics and the distinction of the test questions. Not big.

2. Main features of the test questions:

(1) It is open to all and focuses on ability testing.

This test is based on the development of students. According to my The city's teaching practices are open to all students, and efforts are made to enable students at different levels to achieve ideal results. Adopt the proposition principle of low starting point, small slope, and wide coverage. (such as calculation questions) mainly test students' mastery of basic knowledge and basic skills, and appropriately test students' ability to analyze and solve problems. (such as the examination of basic concepts) highlight their The proficiency test function adopts the method of making full use of teaching materials, focusing on inquiry, attention to process, and open innovation to create new questions (such as 14 questions) to test students' ability to flexibly use the knowledge they have learned to analyze and solve problems, and their practical and innovative abilities, reflecting its selection function.

(2) Guiding role in teaching

The reform of examinations promotes the reform of teaching, and the reform of examinations promotes the reform of classroom teaching. This test aims to "close the scope, make full use of teaching materials, reflect curriculum reform, connect with reality, be open and moderate, focus on the basics, pay attention to abilities, guide teaching, and facilitate innovation." It has a very good guiding role in the later teaching of our school.

(3) Reflecting the spirit of the new curriculum reform

This test adheres to the principle of seeking change amidst stability and seeking innovation amidst change, and the difficulty is relatively stable.

The examination content respects students' reality, pays attention to the most basic chemical knowledge and skills that students need for future development, and pays attention to the connection between knowledge, such as No. 12 and 13 in the paper and No. 20 of the fill-in-the-blank question; the materials and content of the test questions are reflected Test students’ chemical scientific literacy (knowledge and skills, processes and methods, emotional attitudes and values), such as question 13 (3), etc.; strengthen the examination of scientific inquiry activities and scientific inquiry abilities with experimental inquiry as the core, point 14 , 15, questions, etc.

(4) Explore innovation and highlight subject characteristics

Follow the requirements of the curriculum standards and be moderately open. Junior high school chemistry is the enlightenment subject of middle school chemistry. On the premise of strictly following the curriculum standards, the test questions are based on textbooks, test instructions and curriculum standards. They are derived from the textbooks and are not difficult to learn. They avoid rote memorization and textbooks. , the original questions in the information, pay attention to the variations of the test questions, and be moderately open, such as questions 4 and 5.

Wide coverage and highlight subject characteristics. On the basis of covering the key contents of each unit of the textbook, it highlights chemical experiments, microscopic knowledge, chemical terminology, and examination of the properties of element compounds, such as questions 11, 12, and 15.

Connect with reality and apply what you have learned. Among the test questions this time, questions 1, 3, 4, 5, 13 and 16 are related to social reality, life reality and modern science, which reflects the true meaning that the value of chemistry lies in its application to real life. This chemical knowledge, which is closely related to society, daily life and technological development, broadens students' knowledge horizons, stimulates students' interest and enthusiasm for learning, and enhances students' sense of social responsibility.

Focus on the learning process and guide learning. Pay attention to the learning process and seek learning rules. In the process of exploratory learning, students change the past emphasis on accepting learning, rote memorization, and mechanical training. They do not just stay in the simple memory of knowledge, but actively participate in the construction of knowledge. And through continuous reflection on the learning process, we can understand the learning methods and learn to learn. For example, question 13(3) guides students to review the chemistry learning process and gain enlightenment through students' summary of the chemical knowledge they have learned. Another example is questions 14 and 15, which test students’ ability to summarize, transfer, process information and solve problems. This is inspiring for students to gradually think about changes while learning and learn from changes.

3. Analysis of the causes of the main problems in the answer sheet

1. The basic knowledge and basic skills are not solid. It is manifested in the unclear expression of the meaning of chemical formulas; the inability to correctly understand the relationship between the quantities of chemical reactions; confusion about the classification of substances, such as questions 16; very weak calculation ability, such as questions 23 and 24; and the inability to write the expressions of chemical reactions. The formula is as follows: Question 2 of Question 22 and so on.

2. Poor basic experimental skills. Failed to assemble the correct experimental equipment and arrange the appropriate sequence of experimental operations.

3. Ability and method issues. Poor reading comprehension, comprehensive analysis and induction, language expression, scientific inquiry, etc., and unfamiliar with scientific methods commonly used in chemistry. It is manifested in the inability to conduct exploratory learning; the ability to summarize conclusions based on phenomena is poor; such as questions 20 and 21.

4. Poor ability to use chemical knowledge to solve practical problems. This is manifested in the inability to think about problems and find solutions to problems based on the designed problem situations and combined with one's own experience, such as question 22

5. The language is unclear, logical, and lacks organization. This is manifested in the inability to use concise and accurate language to describe specific reaction phenomena, or the reaction phenomenon is unclear; answering questions cannot focus on key issues to elaborate, and cannot answer key points. Such as question 19.

6. Weak computing ability. It is shown in the calculation of the mass fraction of elements and the mass ratio of elements based on chemical formulas.

4. My feelings:

1. The questions in the high school entrance examination are scientific and rigorous, making any guessing about the questions completely futile. But if we can concentrate on studying the "examination instructions" and sort out the knowledge points in our daily teaching, and be targeted and focused, we will definitely be able to achieve twice the result with half the effort.

2. The proposition is based on the new curriculum standards, and gradually realizes the transformation from focusing on knowledge to testing abilities. While continuing to strengthen the "double-based" examination, it also pays attention to process methods and emotional attitudes and values. Examination: The examination content strengthens the connection with social reality, enhances the authenticity and situational nature of the questions, pays attention to testing students' ability to raise, research, and solve problems in real situations and their ability to collect, integrate, and apply information, and is open and exploratory. Questions appear and gradually increase, testing students' personality, cultivating students' independent thinking, divergent thinking and innovative abilities. The difficulty of the exam is gradually reduced (generally controlled at around 0.7), and the examination scope becomes wider and wider, guiding our teaching to be oriented to all.

3. In the teaching process, I believe that the starting point of teaching should not be too high. We should not only focus on improving abilities, ignore the foundation, and ignore the double-based teaching of chemistry; we should not only focus on materials and ignore the research of teaching materials, and dig out the teaching materials in place; Don't just focus on the tactics of question-taking, focus on the topic selection, ignore the original question research, variations and changes, ignore the summary of rules and learning methods; don't just focus on the length of repeated study, ignore the basic mastery and knowledge in new teaching Ability development; neglecting the study, research and implementation of test instructions and curriculum standards. Ordinary teaching should not only focus on the results of knowledge, ignore the generation and development process of knowledge, and ignore standardized training (chemical terminology standards, careful writing, language science standards, logic Rigorous, organized answers, standardized steps for solving calculation problems, etc.). ;