How to Strengthen the Teaching of Chemical Terminology in Junior Middle School

Chemical terminology is an important part of the basic knowledge of chemistry in middle schools and the basis of chemical calculation. Chemical terminology is an important tool for learning chemistry; At the same time, it is one of the important forms of developing students' abstract thinking and the direct reality of chemical thinking. All the contents of chemistry teaching are closely related to chemical terms. It can be said that there is no chemistry teaching without chemistry terminology. Chemical terminology is an established professional term in international academic circles, which is both abstract and rigorous, so it is regarded as a "second foreign language", which is the difficulty and differentiation point of junior middle school students. Students who are full of mistakes in chemical terminology have poor chemistry scores; Students who have mastered the chemical terminology have achieved excellent results in chemistry.

In my chemistry teaching every year, I have made great efforts to teach chemistry terminology, but for some students, the time limit is low and the effect is not ideal. Students' interest in learning chemistry has declined, and their grades in chemistry have gradually declined. In order to improve the teaching effect of chemical terms, through investigation and analysis, I put forward some teaching strategies to improve the teaching effect of chemical terms in junior high school.

2. Research object and steps

2. 1 research object:

Taking some graduate students and students of grade 20 12 as the research objects, through the investigation and analysis of their learning situation of chemical terms, we can understand the reasons why they learn chemical terms and some good learning methods, and get some teaching methods that are conducive to improving the teaching effect of chemical terms in junior high schools.

2.2 Research steps:

(1)20 165438+ Pre-preparation stage July-August, 0.

(1) Read relevant literature, consult relevant network materials, and accumulate useful research materials.

(2) Investigate the reasons why it is difficult for graduates to learn chemical terms.

(2) The project implementation stage is from September 2065438 to February 2065438 +0.

① Comparative Study on Teaching Methods of Chemical Terminology

(2) Research on the methods of students' learning chemical terms.

(3) Interview with students to exchange their methods of learning chemical terms.

④ Study and summarize the strategies and methods with high timeliness.

(3) 20121-February summary stage

(1) Write a conclusion report.

② Write an article

3. Research methods

3. 1 literature method:

This study refers to the existing literature research, combined with my own teaching practice, combining theory with teaching practice, and talks about the measures and strategies to improve the teaching effect of chemical terms in junior high school.

3.2 Survey methods:

Use the method of discussion and investigation. The content of the discussion is mainly the understanding of chemistry class, focusing on teachers' teaching, students' learning methods, extracurricular review and consolidation, etc. Eight questions were designed. The scope of discussion is the students at all levels in the previous session and the students at all levels who have graduated from our school this year. A total of 68 students were interviewed. Judging from the interview, there are the following situations:

A few students don't like chemistry. They think that chemistry has calculation, and it has too many connections with mathematics and physics, so it is difficult to understand and remember. They have poor learning foundation, no clear purpose, little interest in learning, insufficient learning motivation and low learning initiative and enthusiasm. Don't listen carefully in class, and don't review at all after class. Of course, I can't understand and remember chemical terms.

② Students on the fourth floor are unstable in interest and have a good time difference. They think chemistry is useful for study and life. I just started learning chemistry. There are many experiments and it's interesting. After learning chemical terms, they think that chemical formulas and chemical equations are difficult to write and remember, and some theoretical concepts are abstract and difficult to understand, which affects their interest in learning. They basically listen carefully in class, and the contents of chemical terms spoken by teachers can basically be understood, but they don't review well after class, so they can only remember impressive chemical terms in class.

(3) Half of the students like chemistry, which is interesting and useful for study and life. Chemistry is easier to learn than physics and mathematics. They listen carefully in class, and teachers can understand what they say in class, so they can review their memories after class. Among them, 26.5% students have poor methods and memory when reviewing chemical terms, and they forget quickly and have a weak memory. Chemical terms are difficult to learn. I hope teachers can give more examples in class, carry out more interesting activities and give more guidance after class. The remaining 73.5% students reviewed and memorized chemical terms effectively after class, and created some methods to consolidate their memories, supplemented by some exercises. The learning effect is very good, and the learning of chemical terms feels very relaxed.

3.3 Comparative teaching research method:

Different teaching methods and learning methods are applied in different classes, and through analysis and comparison, the teaching methods and learning methods of chemical terms that are more suitable for rural students are found.

3.4 Experience summary method

Summarize the better methods suitable for students to learn chemical terms, teach them to use them, and actively encourage students to create some methods suitable for them, sort out and optimize some effective and interesting methods, and promote them in class. For example:

Case 1: chemical formula writing solitaire competition;

Write the chemical formulas of the following substances. Each group starts with the 1 classmate ... and circulates in turn. You can only write two substances at a time. Within 2 minutes, the scores of each group will be accumulated according to the correct numbers written by each group. For every correct answer 1, the team with the highest total score will get a small souvenir, and the team with the lowest total score will get a small punishment.

This activity is designed for all students. Every student can actively participate in the activities, enjoy the fun brought by the activities, stimulate every student to have a strong interest in learning chemical molecular formulas, and unconsciously master the writing methods of chemical molecular formulas of common substances.

Case 2: Find a friend

Activity function: Write the chemical formula of matter by using the valence of common elements and atomic groups.

Activities:

(1) Each group (5-6 people sitting face to face) takes out the cards of common substance names, element valences, atomic groups, numbers and brackets accumulated at ordinary times and puts them on the table. One student took out the name and the other student spelled out the chemical formula corresponding to the name. Compare which group finished first.

② Students make friends with each other.

③ Then evaluate the completion of each group.

4. Measures and strategies

4. 1 Pay attention to the cultivation of learning interest.

"Knowing is not as good as being good, and being good is not as good as being happy." "Happy learning" means having a strong interest in learning and feeling the happiness of learning, which is the highest realm of learning. With interest, there will be enthusiasm for active learning and independent learning, and a strong learning motivation and hobby will gradually form, and then develop into the most important, powerful and effective learning motivation, thus improving the efficiency and level of learning and promoting the healthy development of personality.

Chemistry in junior high school is the first teaching of chemistry, so we should pay special attention to the cultivation of learning interest, desire, enthusiasm and habit, so as to make students love learning, be good at learning and be willing to learn. The first lesson of chemistry is not to rush to a new lesson, but to demonstrate a group of interesting experiments, such as "lighting a wand", "changing clear water into milk", "displaying words on white paper" and "making blue jelly", so that students can gain experience and feel the magic of the chemical world through "observation-surprise-questioning", thus achieving the purpose of arousing, mobilizing, cultivating and stimulating students' interest in learning chemistry.

In teaching, we should strive for various forms to stimulate students' interest in learning chemical terms and avoid students' boring study. (1) tell some interesting stories or chemical historical facts. For example, tell a joke about the memory of "Fe". Students turn "iron pot" into "iron pot" and firmly remember the symbol of iron. (2) Some chemical terms become jingles or homophones. ③ Learn chemical terms through some activities. For example, after learning the valence of common elements and atomic groups, teach students to make some cards (write down the elements or atomic groups and mark the valence), and then name some substances for students to piece together. After learning element symbols, hold a competition to see who writes more and better in the specified time. (4) Divide the students into several groups, compete in chemical terms in groups, and play chemical term games in groups.

4.2 Disperse the difficulty, reduce the slope, step by step.

The fourth and fifth units of junior high school chemistry textbook (People's Education Edition) arrange chemical terms. A large number of concentrated learning leads to students' learning difficulties, which is extremely difficult, and also makes some students' enthusiasm for learning chemistry drop sharply. In teaching, according to the content of the textbook, the difficulties are dispersed in a planned way, gradually infiltrated in advance, and the learning gradient is gradually reduced, so that students learn a lot of chemical terms unconsciously. The teaching of chemical terms can be roughly divided into three stages:

① From "Introduction" to Unit 3, it is the memory stage of element symbols and some chemical formulas and chemical reactions. Remember the symbols of elements, grasp the students' great interest in learning chemistry just now, and encourage students to look at the commonly used elements and symbols in Table 4-6 of P75, and write down two every day. Next week, the study group will test them and have a competition in time to stimulate students' interest. The teacher gives the chemical molecular formulas of some substances in a standardized way so that students can read and write. For the chemical reactions, the teacher gave specifications (reactants and products are connected by short horizontal lines, without arrows, to prepare for the writing of chemical equations), and also asked students to read more, watch more and write more.

The fourth and fifth units are the stages of understanding chemical terms. Let students know the meanings of element symbols, chemical formulas and chemical equations, the differences and relations between valence and ions, the meanings of numbers around symbols, and master the writing rules of element symbols, chemical formulas and chemical equations, as well as the common balancing methods of chemical equations.

(3) Units 6 to 12 focus on the consolidation, expansion and application of chemical terms.

4.3 Focus on standardized training

Normative consciousness is an orderly and rigorous scientific criterion, which embodies the humanistic quality and scientific quality of science education. Chemical terms have their own characteristics and unique rules and requirements in the form of expression. Their use is just like the use of language and words, and they don't need to be pronounced strictly and accurately. Writing norms.

First of all, in the process of teaching chemical terms and organizing training, teachers themselves should strictly write on the blackboard and express them in a standardized way. Secondly, students are strictly required to pay equal attention to reading and writing, not only to intuitively understand and quickly read different chemical terms, but also to be able to write fluently and fully express Chinese meaning. Both methods use repeated branded memory. Take the way of teacher's correction and deskmate exchange inspection to ensure that every homework exercise should be standardized, and pay attention to the complete consistency and coordination of oral expression and hands-on writing. Guide students to study and master the characteristics and writing rules of different chemical terms. Deliberately set up some "error correction and upgrading" learning games, teachers and students interact to find problems together, correct problems in time, and finally eliminate every loophole.

4.4 Pay attention to the cultivation of students' memory methods and skills, and adopt various forms to memorize chemical terms.

① Inductive memory. Only by guiding students to sort out the same topic and learn analogy analysis can the formed knowledge system be organized and systematic. If we summarize the preparation and properties of O2 and form a network, we can remember more chemical equations.

② Comparative memory method. Fully mobilize the mutual penetration of learning materials, find the common characteristics between related chemical terms, pay attention to the subtle differences between similar terms, and strongly stimulate the excitement of memory. For example, analyze similar symbols, names or pronunciations of different elements, find out similarities and differences, compare with each other, and remember at the same time. Such as: calcium and copper, sodium and neon, aluminum and chlorine, carbon and nitrogen. The general writing rules of element symbols are abbreviated as "one big and two small" rules, that is, the first letter is capitalized and the second letter is lowercase. For example, Co stands for carbon monoxide, and CO stands for the symbol of cobalt, which is in sharp contrast.

3 homophonic, formula memory. Using the associative skills of memory, we can make our own valence formula. In principle, fluency in rhyming is required, and fluency in reading is easy to impress. Such as: remember as "sister" and "heart"; Oxygen, silicon, aluminum and iron are homonyms of the first four elements in the earth's crust, which are used as the paste for raising daughters (bodies); The method steps of writing binary compound words are compiled into jingles: before the positive price, after the negative price; Valence, marked at the top; Multiply and then divide; Algebraic sum, equal to zero; The two gases obtained by electrifying water and their volume ratios are homophonic: father raises (you) and father raises one.

④ Inferential memory. According to the atomic structure characteristics of various elements, the relationship between the outermost electron number of atoms and the valence of corresponding elements is deduced, and then the valence of some common elements is remembered. For example, inference: in general, the valence of metal elements = the outermost electron number of metal atoms; Minimum negative valence number of nonmetallic elements =8- outermost electron number.

⑤ situational memory. Students actively participate in classroom experiments, student experiments, etc. Pay attention to the experimental scene, be familiar with the relevant content, and help you remember. After class, try to remember the scene of the experiment that the teacher demonstrated at the experimental level, and write it down by hand, which the leader will use to remember. Carry out some interesting chemical activities, so that students can remember some chemical terms in the activities.

4.5 Organize students to check, consolidate and test independently in time.

Divide the students into several study groups. According to the class size, the teacher initially determines the number of study groups, and then the students take the initiative to apply to be the group leader. After the group leader is determined, students and the group leader are free to choose team members and group leaders, with 4-6 students in each group. In this way, students are more harmonious and it is easier to arouse their enthusiasm. Teachers tutor each group leader, encourage them to carry out some interesting activities of chemical terms according to the characteristics of the group, teach them how to tutor group members, how to test group members, and collect information regularly. In this way, students can check, consolidate and test independently and in time, greatly reducing the burden on teachers, promoting students to master chemical terms and improving the teaching effect of chemical terms.

5. Research effectiveness

1, students' interest in learning chemistry is stimulated and their enthusiasm is very high. Most students feel relaxed about learning chemical terms, and most students have a good grasp of chemical terms. Chemical terminology quiz, 40 people in the ordinary class participated, with an average score of 37.8, and 18 students got full marks. The rest of the students scored more than 85%, with the lowest score of 34.5, and the scoring rate was 85.5%. 45 people in the triage class took part in the test, with an average score of 27. 1, more than 32 points1/,and 38 people with more than 24 points.

2.2011-2012 In the final exam of Fuzhou proposition in the last school year, middle school students scored higher on chemical terms. The test score of chemical terms is 32 (10, 9 for filling in the blanks, 8 for analysis, 4 for experimental exploration, and 1 minute for calculation). The average score of chemical terms in ordinary classes is 29.2, and the scoring rate is 9 1.25%, among which 13 people get full marks, and 25 people get more than 30 points. The average score rate of shunt class was 19.5.

6. Discussion and suggestions

1. Rural students have insufficient ways to collect relevant information, and their ability to collect and analyze information is weak.

2. Pay attention to guidance when organizing student activities, and guide students to learn in unity and cooperation. Activities should involve all students, focus on stimulating students' interest, and appropriately commend and reward talented students.