1 information technology can create situations and stimulate interest in learning.
Interest is the most realistic, active and intense factor in learning motivation. It is the internal motivation to promote a person's active learning, guide students' interest in learning chemistry, and get happiness and enjoyment in chemistry learning. This is the goal that every teacher pursues. But students' interest and motivation are not fixed, but they should meet the needs of students' psychological exploration through the novelty and originality of external things. Teachers use multimedia information technology to create various situations for students, stimulate the participation of students' various senses, mobilize students' strong desire for learning, and stimulate their learning motivation and interest.
For the ninth grade students, chemistry is a new subject. For those who have just come into contact with this course, there is a sense of freshness and curiosity, and many people show great interest in it. But this interest is only superficial. If the chemistry teacher can't grasp the "introductory" education in time and deepen and extend this interest in time, I believe students will soon lose interest in learning chemistry. Therefore, computer-aided teaching can be used in teaching. Computer multimedia images, sounds and shapes are intuitive and diverse, which can greatly enhance the interest and intuition of teaching. For example, the experiment of reducing copper oxide with carbon monoxide can't be done in most rural junior high schools, but it can be simulated with animation through information technology, and then the students can be guided to observe and analyze, and the effect is very good. At this time, the role of computer multimedia will be fully displayed. Using multimedia animation to simulate misoperation can not only avoid the harm brought by actual operation, but also leave a deep impression on students, thus making up for some shortcomings and deficiencies brought by actual operation. This can not only fully arouse students' interest in learning chemistry, but also leave a foreshadowing for better study in the future.
Information technology can increase teaching capacity and improve teaching efficiency.
Computers are characterized by high speed and large capacity. Teachers can design and make courseware according to teaching characteristics, which is conducive to increasing classroom teaching capacity and improving teaching efficiency. For example, when learning "Protecting Water Resources", carefully design a courseware before class. This courseware not only has detailed knowledge points, but also makes many animations and shows many pictures to students. Finally, an example is analyzed. Afterwards, it was proved that the effect of this class was much better than the teacher's simple narration.
When making review courseware, it should be noted that review should not be a simple repetition, but an extension of depth. All chemical instruments can be divided into several groups to form experimental topics, and the operation methods and attention problems of each instrument can be shown by video, and then different levels of experimental topic groups (preferably the senior high school entrance examination questions over the years) can be selected to make multimedia courseware. First, show all kinds of musical instruments on the screen, let the students choose the musical instruments they need according to the requirements of the topic, and then drag them with the mouse to assemble and disassemble them step by step. If the operating rules are violated, the computer will prompt you in time. After matching the experiment, you can select the "Start Experiment" button, and the computer will simply simulate the gas flow direction, experimental phenomena, experimental principles and so on.
It takes a few minutes to review a topic, and traditional teaching needs at least half a class. In the whole review class, students always study and think with high emotions, from hands-on thinking to interest, and actively think and remember in large-capacity and fast-paced teaching activities, which effectively improves teaching efficiency.
Another example is to explain evaporation in the basic operation of chemical experiments, which requires stopping heating when there are a lot of solids, so it is not easy to grasp. If the heating is stopped in advance, all the solids will not evaporate. At the beginning of the demonstration, the students were very interested. In the process of mixing, impatient students gradually lose patience, leading to distraction. When the heating is stopped, some students no longer carefully observe the evaporation state of the filtrate, and the students in the back row can't see clearly the operation here. This is not conducive to students' learning the standardized operation of experiments, nor to the cultivation of good learning quality. If the evaporation demonstration experiment is made into a courseware and played to students, students can be firmly attracted to the teaching activities, thus stimulating their inner learning motivation, prompting them to study consciously and actively, and achieving twice the result with half the effort.
Information technology can guide students to learn independently and arouse their enthusiasm.
Compared with traditional teaching methods, the application of information technology in teaching gives students greater freedom and provides them with conditions for free exploration, experiment and creation. In teaching, teachers can combine teaching materials to guide students to use various methods for autonomous learning. For example, in acid rain teaching, in order to let students know the causes and harm of acid rain and seek solutions, the latest information about acid rain research at home and abroad can be obtained through the Internet. Students can query all kinds of information through web browsers, call online resources for self-study, and at the same time participate in the discussion of related issues or seek guidance from teachers through e-mail, so that students can understand the seriousness of environmental pollution and cultivate their awareness of loving and protecting the environment.
The application of modern information technology in middle school chemistry teaching can also be used in online chat rooms, e-mails, class alumni records, forums and so on. You can even use communication tools such as telephone and SMS to exchange learning experience and carry out research-based learning. At the same time, the knowledge learned online can be input into the computer and shared with the whole class. In such a learning environment, students have the motivation to learn, give play to their creative spirit and realize self-feedback in learning. In teaching, let students learn independently, learn in cooperation and learn in practice, so that classroom teaching can fully face all students. Students care about each other and enhance friendship in cooperative learning, which is not only helpful for learning knowledge, but also helpful for being a person. Teachers also become students' partners, discussion opponents and intimate friends in class.
Information technology can assist chemical experiments and cultivate students' innovative ability.
In order to meet the requirements of modern education, students can be organized to carry out exploratory experiments, and information technology can be used in teaching, which can visually demonstrate the abstract contents and complex chemical reaction processes that are difficult to understand in textbooks, which is convenient for students to observe, compare and analyze chemical reaction phenomena and inspire their thinking in time. Computer multimedia can synthesize all kinds of information in real time, such as sound, text, graphics, images and so on. , is not only the form of static information, but also the nature of dynamic information. It can turn abstraction into concreteness, complexity into simplicity, and accomplish teaching tasks that are difficult or impossible for traditional education. In particular, the use of computer multimedia animation to carry out simulation experiments has opened up a new world and created a new model for chemical experiment teaching.
Multimedia computers can be used to display macro and micro spatial structures, electrochemical corrosion of metals, etc. This is something that can't be demonstrated in traditional classrooms. Due to the limitation of time, space and experimental conditions, it is difficult to show these things to students intuitively through experiments, and students lack perceptual knowledge and are not impressed. Through animation, we can show the microstructure of substances, such as the crystal structures of sodium chloride, cesium chloride, diamond and graphite, and the isomers of organic substances. We can also use animation to simulate the consequences of some wrong operations that teachers can't demonstrate, such as splashing sulfuric acid after injecting water into concentrated sulfuric acid; When hydrogen reduces copper oxide, it is heated first and then hydrogen is introduced to cause explosion; At the end of the experiment in the combined device, the alcohol lamp is extinguished first, and then the airway is taken out of the solution to cause back suction; Wait a minute. Through the combination of sound and image, students are vividly and deeply impressed. For those experiments that are dangerous, seriously polluted and harmful to health, animation can also be used to simulate, which not only achieves the teaching purpose but also is safe and harmless. It can not only improve students' interest in learning, enhance their awareness of active participation in learning, but also deepen their understanding and understanding and improve their learning ability. Because the perceptual materials given in this way are vivid, boring knowledge becomes interesting, and students' interest, enthusiasm and initiative are fully mobilized. The active participation of students not only enlivens the classroom atmosphere, but also enlivens students' thinking. The expansion of thinking space is conducive to cultivating students' ability to analyze and solve problems.
Chemistry teachers must strive to update their educational concepts, constantly improve their professional level and master modern educational technology, which must be arranged scientifically and reasonably. Only by fully considering the characteristics of information technology and chemistry can we truly integrate information technology with chemistry classroom teaching, explore teaching methods that conform to the law of students' cognitive development, and effectively improve students' classroom quality and efficiency.
(Author: Xiyong 'an Junior High School, Changyi City, Shandong Province)