just watched the lesson "Important Human Nutrients" taught by teacher Cui Hang of Dongtai Experimental Middle School. This class won the first prize in the Jiangsu Provincial Quality Class Competition. You should be able to see it in the "Famous Teacher Classroom" section of the Jiangsu Provincial Teaching and Research Office website. This class can be described by the words "careful preparation, ingenious design, exquisite classroom", which has a strong taste of life and chemistry.
"Important Nutrient Substances for Mankind" is the topic 1 of the 12th unit of chemistry in Grade 9 of the People's Education Press. This class contains a lot of knowledge of chemistry, introducing the role of protein, sugar, oil, vitamins and other nutrients, Composition and related biochemical reactions. Because the test requirements are not high, teachers usually tell it in the form of reading. Even some teachers will talk about this topic together with the next topic "Chemical Elements and Human Health".
Teacher Cui Hang reorganizes and integrates relevant common sense knowledge with instant noodles familiar to students, and uses multiple materials to "cook" a schoolbook class "feast". The teacher introduced the cartoon "Bear Haunts—Bears Eat Instant Noodles" that students love. Each group of students distributed a pack of instant noodles and a set of experimental equipment, cleverly combining the six major categories of nutrients, dietary balance, and food safety. Organically integrated together.
teachers are discussing
Based on this lesson, I have the following thoughts on the teaching of common sense knowledge and content reorganization:
1. The content reorganization needs to be designed as a whole and needs core issues. What does use to connect the six categories of nutrients in series? In this lesson, we found an effective carrier to integrate various nutrients-instant noodles. Instant noodles are not only familiar to students, but also contain six types of nutrients. If you use bread, beef, etc., it is difficult to design the teaching of the six major nutrients as a whole. Teachers use the core issue of "searching for nutrients in instant noodles" throughout. Students carry out learning activities with questions that need to be "explored" and gradually clarify the main knowledge context of this lesson. After the students finally find the nutrients, they will analyze and discuss the question of "Is instant noodles junk food?" and teach common sense knowledge such as "balanced diet" and "food safety".
2. Content reorganization must understand the text thoroughly and be detailed and appropriate. In the junior high school chemistry class, the teaching of important human nutrients is the teaching of common sense knowledge, which should not be too deep or ignored. The knowledge requirements are not high. In the junior high school biology textbook, similar content is more detailed than the chemistry book. In terms of time allocation, teachers spend more time on sugars, fats and proteins; mention it in vitamins, inorganic salts, , and water. In the sugar teaching activities, the teacher first showed the chemical formulas of a variety of sugars, guided students to analyze the molecular structure model, and obtained the ratio of the number of hydrogen and oxygen atoms in the sugar molecule, which explained that sugar is often referred to as " Carbohydrates. For another example, the teacher showed the expression of a variety of protein oxidation in the body, allowing students to deduce the composition of the protein from the oxidation products. It looks like an extension, but it is actually the application of chemical concepts such as conservation of quality and elements. Knowledge has increased, deleted, expanded, and simplified, all of which stem from the teacher's interpretation of the text.
is convenient for students to understand chemistry knowledge
3. Content reorganization must grasp the academic situation and be close to life. The teacher of did not follow the order of "protein-carbohydrate-fat-vitamin" in the textbook, but adjusted it to "sugar-fat-protein-vitamin-inorganic salt-according to the actual situation." water". This adjustment is based on the real and effective teaching situation of "instant noodles". When the students opened the instant noodles, the first thing they saw was a piece of noodles and . The first start of sugar teaching conforms to the students' experience. The students touch the noodles with their hands and have oil on their hands. Coupled with the students’ understanding that they can easily face the “oil packets” when they eat, the teaching of introducing fats is a logical one. Since the reaction of oils and sugars in the body needs enzymes to catalyze, and the chemical nature of enzymes is protein, is there any protein in instant noodles? So I started to explore protein. Based on academic sentiment and being close to life, the reorganization of teaching seems so smooth. In every transition of different teaching links, the transition is very natural, and it feels that there is really no turning point.
4. Content reorganization must be diversified and integrated, and effective interaction is required. In the whole class of , the teaching methods used by the teachers are diverse, and the ways of classroom interaction are also diverse. Teaching methods include animation videos, experimental videos, and group experiments, Physical display, self-made teaching aids, historical facts of chemistry. The knowledge is presented with pictures, forms, information cards, and food packaging bag ingredient labels. The interaction methods include teacher-student exchange and student-student cooperation. The teacher asked the students to think, exchange and discuss, and answer "Why are instant noodles junk food?", and also guided the students to calculate the content and ratio of various nutrients through the nutrient composition table. The thinking activities of such students are hierarchical and valuable, reflecting the close relationship between chemistry and life.
In short, the junior high school chemistry classroom needs to reorganize the content to create a real and effective learning situation, closely linking with the reality of life, so that the classroom has a strong taste of life and thinking has a strong chemical flavor.
Reorganize knowledge to enable students to better master
