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1、1On the test exercises teaching high school chemistryAbstract: Chemical exercises teaching is teaching the students should master the content of chemical problems in the form of question and answer, and through classroom exercises, homework and testing ways of teaching activities. It is characterize
2、d by feedback, understanding and evaluation of students quality and level of learning, with a timely understanding of the function of teaching effectiveness. Keywords: classroom teaching in order to point the efficiency of innovation and problem solving ability Problem is teaching chemistry students
3、 should master the content of chemical materials in the form of the problem, question, and through classroom exercises, homework and testing ways of teaching activities. It is characterized by feedback, to understand and evaluate the quality of student learning and level, with a timely understanding
4、 of the function of teaching effectiveness. issued by the Ministry of Education said: 2“Different types of exercises for consolidation of knowledge, develop the creativity of students have different effects. conducive to to identify problems and ask questions of students; to encourage students to re
5、al life in depth, investigation, consultation, or experiment, the ultimate solution of chemical problems, the integrated use to encourage students to have learned from different levels of thinking, creative problem solving. “ From this chemistry is the chemistry teaching exercises teaching essential
6、 component. SCIENCES implementation exercises teaching chemistry, to enhance the students the knowledge, skills, understanding and grasp of the development of their thinking abilities and skills, have very important role. Luoyang is now used in high school chemistry textbook, or PEP high school chem
7、istry textbook (Chemistry 1, Chemistry 2), after several years of teaching, I set the material to do some exercises unified and analysis: the book (the PEP High School chemistry textbook (Chemistry 1, Chemistry 2) Total Problem 141, in which a total of 39 multiple choice questions, 27.6%, fill a tot
8、al of 24 3questions, 17%; fill in a form Question 7 questions, 5%, Q & A Question of the 32, 22.7%; investigation, practice, discussion questions 21 questions, 14.9%, experimental design a total of 5 items, accounting for 3.5%, calculated a total of 5 items, accounting for 3.5%. exercises from a tex
9、tbook perspective, the proportion of multiple-choice questions about 20% -26%, filling, about 1 / 3 of the subjective question, so the textbook exercises, the objective questions about 30% of the total number of exercises, subjective questions about accounted for 70% of the total number of exercises
10、, If you remove the material in each chapter (unit) of the project work (self assessment), single from the sessions (topics) look after the exercises, the exercises in the textbook greater proportion of the subjective question. This shows that the exercise set textbooks, is to ensure that students m
11、aster the basic knowledge of chemistry and the premise of basic skills, emphasis on students to apply knowledge to solve practical problems, innovative ability, skills training and the cultivation of scientific literacy. so we should follow the teaching of daily outline requirements, textbooks, staf
12、f from the 4double-base, focus on basic theories and knowledge students ability. So how to make the effect of chemical exercises, to develop thinking, build capacity, this is a question worthy of further study. 1 to point, and mining Example content 45 minutes to conventional classroom teaching is t
13、he teaching process, the most important aspect of the classroom to the efficiency effect of each teacher to the most basic common sense. Classroom example of teaching students not only help straighten out the problem-solving ideas, review strengthen problem-solving knowledge and clear standards is m
14、ore important is the ability of many students, but due to limited classroom space, different types of chemical exercises, can not cover everything. Therefore, teachers must be screened for example, selection of typical, Exercise of universal guiding significance for the scope of issues, methods and
15、steps from the focus, problem-solving ideas from staff, attention to questions intended to guide the students to carefully analyze and understand the requirements and conditions, to find examples of knowledge points involved, and asked the question and answer the 5relationship between the known cond
16、itions, to seize the key to problem solving, problem-solving ideas and the formation of the correct program and list the appropriate problem-solving format, elements and considerations, so that students from problem-solving ideas, methods, levels and regulatory requirements, etc. are inspiration. Through the analysis of typical examples, not only can receive a title and class of replicability, the effect is
