高一下化学教案（推荐8篇）
篇一：高一化学《碱金属元素》教案
一：教学目标
1、知识与技能
（1）掌握碱金属元素性质的异同，能够用原子结构的初步知识来理解它们性质上的差异和递变规律，为今后学习元素周期律打好基础。
（2）了解焰色反应的操作及应用。
2、过程与方法
通过演示实验现象，培养学生总结、推理及分析问题、解决问题的能力。
3、情感态度与价值观
树立结构决定性质的观念，培养量变到质变的辩证唯物主义思想。
二：学情分析
本章内容的知识网络图。这是学生学习的第一个金属元素族，关键是熟悉自然族的学习方法。每一族重点掌握代表物质的性质，其他元素的性质可以利用相似性和递变性的规律加以掌握。培养学生良好的学习习惯是很重要的。形成知识结构的网络可以把分散的内容统一起来。为以后学习典型的非金属元素族 卤族铺平道路，使得元素周期表和元素周期律的学习“水到渠成”。
三：教学重难点
重点：
碱金属元素结构性质的相似性，递变性及其原因。
难点：
科学方法模式的训练；碱金属的化学性质。
四：教学过程
1、碱金属元素的原子结构和物理性质
［引入］学生上黑板写出碱金属元素的名称、符号及原子结构示意图。
［提问］
（1）碱金属元素的原子结构的相同点是什么？
最外层有一个电子，在反应中易失掉一个电子，表现出还原性。
（2）碱金属元素的物理性质是否相似？
接着指导学生阅读课本第36页［表 2—l］，碱金属的主要物理物质并加以总结。①色状：银白色金属（铯略带金色光泽）②柔软、密度小，熔点低 ③有较强的导电导热性。
［提问］
（1）碱金属元素的原子结构的不同点是什么？
随着核电荷数的增多，它们的电子层数逐渐增多，原子半径逐渐增大。核对于外层电子的束缚能力越来越弱，失电子的能力越来越容易。
（2）碱金属元素的物理性质有什么变化规律？
指导学生根据课本第36页［表2—1］与［表2－2］，总结出碱金属由于核电荷数的增加，电子层数递增，原子半径渐大，物理性质也有所不同。如：
a、硬度：柔软，有展性，由小到大；
b、密度：由小到大，（K反常）。
c、熔沸点：由高到低，Na略低于水的沸点，K稍高于人的体温，Cs低于人的体温，除汞外，金属中铯的熔点最低。
五：［归纳］学生通过讨论，分析得到结论。①在变化规律中有个别反常现象，如钾的密度比钠的密度小，②从密度的大小得到锂的密度比煤油小，得到锂保存在石蜡中，而钠钾则可以保存在煤油中。
［小结］碱金属元素的性质与原子结构的变化规律：随核电荷数的增加，电子层数依次增加，原子半径依次增大，还原性依次增强。
六：布置作业。
篇二：高一化学《元素周期律》教案
本节教材重点是引导学生探索元素的性质（元素原子最外层电子排布、原子半径以及主要化合价、原子得失电子能力）和原子结构的关系从而归纳出元素周期律，揭示元素周期律的实质。然上课的起手式对学生进入学习状态有很大的引领作用。
浦东中学是一所历史文化底蕴深厚的学校，我在化学课上选择性地穿插一点校史，学生颇感意外的同时，也会对学生有很强的感染力和吸引力。比如1945年毛泽东与浦东中学第一任校长黄炎培作了一次关于“历史周期律” 的著名谈话。毛泽东说：“我们已经找到了新路，我们能跳出这‘周期律’。这条新路，就是民主”。这时，我就问：“同学们，你们认为我们能跳出这历史的‘周期律’吗？”
纵观中国历代王朝政权的更替，我们可以看到许多“盛衰周期率”的现象。正如黄炎培先生所言：“其兴也勃焉，其亡也忽焉。大凡初时，聚精会神，没有一事不用心，没有一人不卖力，但最终政怠宦成的也有，人亡政息的也有，求荣取辱的也有，总之，没有能跳出这个周期率的支配。”历史证明，历代统治阶级都因没有办法真正接受人民的监督，无一例外地导致严重的腐败，从而不可能跳出盛衰周期率的支配。
历史说：分久必合，合久必分。
人生之命说：三十年河东，三十年河西。
股市说：波浪理论。
时间说：春夏秋冬
佛说：要知前生事，今生应者是。要知来生事，今生做者是。
生命：18年后又一条好汉！
风水轮流转，明年到我家。
这些事例我们或可多说，或可少说，把教科书中逻辑性的知识社会化、生活化、常态化，不仅赋予了知识的趣味性、生动性，也容易引起学生的共鸣，而产生互动性。
一、构建和谐的师生关系
实施新课改, 要重视激发学生的学习积极性。古人云:“亲其师, 则信其道, 乐其学。”师生之间只有建立起和谐、良好的关系, 才会产生良好的课堂氛围;只有学生喜爱老师, 才会自觉地遵守纪律, 主动地去学习。著名教育心理学家皮尔逊说过:“为了得到老师的爱, 学生可以去做各种老师喜爱的事, 甚至去学习他最不感兴趣的科目。”这句话有力地证明了良好的师生关系对学生的学习有着很强的推动作用。
二、认真解读新课标和新教材, 把握好教材内涵
作为化学教师, 首先, 在教学中要善于发现知识间的逻辑联系, 通过一定方式来整合知识;其次, 要循序渐进, 根据学生的知识基础和接受能力来有效地处理教材;再次, 在备课时, 一定要严格对照《普通高中化学课程标准》, 明确哪些知识该讲, 哪些不该讲, 讲到何种深度, 不随意拓展教学内容, 加深教学的难度。
此外, 化学教师还要充分应用新课程教材资源, 挖掘教材内涵, 巧妙设计能引发学生强烈学习兴趣和求知欲的问题, 以激发学生的学习动机。在教学中, 教师应当注重以科学探究作为“课程改革的突破口”, 改变课程实施过程中过于强调死记硬背、机械训练的现状, 倡导学生主动参与, 乐于探究, 勤于动手, 培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力以及交流与合作的能力。
三、加强学法指导, 提高学习潜能
新课程的学习方法与以往的要求有所不同, 为了使学生学习好新教材, 教师要注意学习方法的指导。 (1) 从预习、听课、提问、观察、实验、练习、作业等多个方面对学生进行指导, 使他们有明确的学习方向和目标, 并朝着这个方向不断努力。 (2) 引导学生进行自我反省。在教学中, 化学教师可以引导和要求学生及时对自己的学习过程和学习行为进行反思和总结。比如, 教师可以让每位学生都准备一个“错题集”, 记下平时练习或者测试及考试中的错题, 并要求他们分析错误原因, 改正过来, 经常拿出来看看。学生每天对自己的学习活动进行回顾与反思, 及时纠正自己学习中的问题, 就能形成良好的学习习惯与学习能力。 (3) 知识建构要网络化、类比化, 提高记忆效率。化学知识是零散的, 只有多整理建构有效的网络, 才能使知识活化为自己的内存, 而且记忆更加牢固。类比不但可以在知识系统内部进行, 还可以将许多化学知识与其他知识如数学知识、物理知识、哲学知识、生活常识等进行类比, 常能起到点化疑难、开拓思路的作用。 (4) 知识联系社会, 提高解决问题的效率。首先要重视实验现象、方法、装置、原理等知识的积累;其次要求学生注意观察生活中的各种现象, 并争取用学到的知识予以初步解释;再次提倡学生通过课外书、电视、科教电影的观看来学习、应用。
四、充分应用多媒体进行教学
应用多媒体教学可扩大课堂教学容量, 使课堂内容丰富起来, 而且教学手段多样化, 能显著提高课堂效率, 调动学生主动学习的积极性。例如, 讲高一化学教材中的“离子反应”时, 可用多媒体演示: (1) 干燥的NaCl固体、NaOH固体、磷酸固体 (不能导电) ; (2) 蔗糖固体、蔗糖溶液、无水酒精、酒精溶液、蒸馏水 (不能导电) ; (3) 石墨、铜 (能导电) ; (4) 盐酸溶液、硫酸溶液、NaOH溶液、NaCl溶液、K2SO4溶液 (能导电) 的导电性实验, 使学生清楚地看到实验现象。然后提出问题, 让学生思考发生以上现象的原因。接着演示NaCl固体在通电前后离子的运动情况, 以及NaCl溶液在通电前后离子的运动情况, 使学生得出NaCl溶液导电的根本原因是溶液中自由离子作定向移动, 再指出在熔融状态下NaCl也能导电。这时, 我们就很自然地就得出电解质的概念, 而且学生比较容易掌握电解质这个概念。
关键词：信息技术；高中化学；教学应用
化学是学生进入高中后学习的重点课程之一，高一化学学习的好坏直接影响学生的后期发展，决定着学生未来的专业发展。因此，高一阶段做好化学教学工作，对于学生发展具有极其重要的作用。在信息技术高速发展的今天，教学中如何熟练运用信息技术，提升化学教学质量，是化学教师应该掌握的一项技能。本文将对高一化学教学中信息技术的应用进行论述。
一、信息技術在化学教学中的应用现状
按照教学改革的要求，信息技术在当前各学科教学中应用广泛，然而在实际教学中信息技术应用不容乐观，以化学教学为例，教师受教学观念和方法的影响，信息技术的应用出现了两个极端。
1.教师过分依赖信息技术
信息技术在教学中的应用越来越深入，大部分教师在教学中都感受到信息技术应用的优点，它有效地减轻了教师的教学负担，激发了学生的学习兴趣。在化学教学中有较多的实验课，课堂演示占用时间较多，还比较麻烦，但是使用信息技术教学则可以减少这种麻烦。因此，教师过分依赖信息技术，不利于教师基本功的发展。
2.教师排斥应用信息技术
在教学过程中，有的教师过分依赖信息技术，而有的教师则因为教学观念的影响不愿意运用信息技术，他们认为运用信息技术会弱化化学教学，许多化学实验尽管繁琐，但是只有经过自己亲自动手才能更好地让学生观察细致掌握其原理。基于这样的原因，部分教师在教学时排斥应用信息技术。
二、信息技术在化学教学中应用的优势
1.做好初高中衔接，打好学习基础
高一化学不同于高二、高三的化学学习，学生刚刚进入高一，对于高中快节奏的生活可能还有些不适应，而相比于初中阶段高中学习的难度更大。初中时没有打好基础的学生，经过一段时间的高中学习很容易就会对化学学习产生反感。因此，高一初始阶段的教学必须要做好初高中衔接，让学生尽快适应不同学段教学理念的转变。从初中化学教材与高中化学教材内容设置可以看出，前者是基础，后者是深入，两者有必然的联系，高一化学教材中的许多知识都是对初中化学知识的延伸。
2.优化演示实验，吸引学生注意力
化学是一门以实验为基础的学科，在化学教学中，有许多定义需要通过化学实验来进行论证，有许多假设需要用实验加以证实。因此，在教学中实验操作的规范性和实验现象的清晰度至关重要。
传统的化学课堂，实验多以教师课堂演示或者是学生自己动手操作来完成。这两种方式都有一定弊端，在课堂上教师演示实验的时间有限，因此，他们常常是以较快速度来完成实验，有些学生还没有完全弄明白实验的步骤，没有看清实验现象，实验操作就已经结束了。由于学生的学习能力存在差异，学生自己进行实验操作时必然存在差距，导致实验效果不佳。
如果适时采用信息技术教学可以避免这些情况的发生，通过多次播放演示实验课件，直到学生弄清为止。例如，在学习《金属的化学性质》一节时，教材提到了“有关金属化学性质的一些实验”，教师在课堂上可能没有那么长时间去展示，但是学生可以利用信息技术观摩相关的视频，弄清其原理，记住实验现象。再如，在《元素周期律》一节，为了比较碱金属单质与水反应剧烈程度的不同，同时规避实验的危险性，可以通过同时播放从锂到铯与水反应的实验视频，碱金属的活泼性就一目了然。這就是信息技术在教学中应用的重要体现。
三、化学教学中应用信息技术的注意事项
1.教学中不可盲目使用信息技术教学
信息技术应用于化学教学是时代的进步，但是在教学过程中并不是所有的化学知识都可以运用信息技术来讲解，教师必须明确信息技术只是化学教学的辅助工具，教师在教学中不能被信息技术局限自己的思维，过分依赖这种教学技术，而是要学会尝试，运用多种教学方法，活跃课堂气氛，增强学生学习的欲望。
2.信息技术不可替代学生实验
在化学课堂上信息技术虽然可以辅助教师进行一些较繁琐的实验，但是这并不意味着所有化学实验都可以用信息技术来代替，实验是学生探究化学知识的主要方法，教师在教学时必须要明确学生的主体地位，学会合理运用信息技术，该让学生动手的要亲自动手。
总之，当今是信息的社会，信息技术在课堂上的应用只会越来越广泛，教师在教学时必须要牢牢把握时代发展所带来的机会，用好信息技术，做好化学教学工作，为学生的长远发展提供动力。
Teaching procedures:
Period 1. Warming up, listening and speaking
New words: mystery, mysterious, footprint, ladder scary, dormitory
Teaching process:
Step 1:leading and lead-in
T: Morning class!
Ss: Morning, Miss Liang, (zhang)
T: What do you like doing in your spare time?
Ss: Playing computer games, seeing a film, watching TV/play?
T: Where do you watch a play?
S1: At the theatre.
T: What do e call the person who writes a play?
S: A playwright.
T: Do you like to be a playwright?
S2: Yes.
T: A playwright must be good at making up stories, is that so?
Ss: Yes.
T: Do you like making up a story?
S3: Yes, I do.
T: If you want to make up a story, what will you tell others?
S4: Who are the hero and heroine.
T: Yeah, so you mean the main character. Anything else?
S5: When and where does the story take place.
T: Good, time and place belong to the setting. Others?
S6: Why does the story happen?
T: You’re right. And the last point is the most attractive. So do you know what it is?
S7: How does the story come about?
T: Yeah, clever! This is about the plot, ××, why do you think plot is the most attractive?
S8: Exciting and interesting.
T: What’s your opinion?
S9: Mysterious.
T: Great, so if you want to be a good story teller, your story should include who--character, when, where--setting, why, how--plot. Besides, the plot ought to be mysterious. Would you please turn to page 15, look at these three pictures and use them to write a good story. You can work in group of four.
T: What can you see in picture1? Can you guess what the old man told the two to do?
What do the two young meet? What happened at last?
Step 2: Warming-up
T: Who will be willing to share your story? ××, will you have a try?
S10: ……
S11: ……
S12: ……
T: which group give us the best story? Why?
S13: ××’s group, because the story made up by them is mysterious.
T: I do agree. If you want to solve the mystery, what is the most important the to you?
S14: Clues.
T: Clues are important, especially to policemen and detectives.
Step 3: Listening
T: So let’s listen to the tape. Try to find out the mysteries and the clues.
T: Listen again and finish the exercises.
1. What is missing? (B)
A. A necklace and some money
B. A necklace and a cellphone
C. A necklace and a wallet
2. What did they find? (A)
A. footprints B. shoe prints C. fingerprints D. A shoe
1. What did John and Mary discover? (D)
A. The door is open B. The window is broken
C. The door is broken D. The window is open
2. What did John and Mary find on the floor? (C)
A. A shoe B. A key C. Some hair D. Broken glass
1.What did John and Mary find in the garden?
A. A ladder B. A banana peel C. A knife D. A necklace
2. Can you solve the mystery?
……….It’s monkey.
T: Suppose you’re the detective, a report from cow is going to interiors you. Could you show us the dialogue?
Ss: Well done. It seems that you’re not only good at telling stories but also excellent Performa. Just now we’ve mentioned that a playwright must be a good story teller. A play also indwells who, when, where, why .But is there anything difference between the story and play?
S15: Play is in the form of dialogue, but story is not.
T: Yes, story is usually narrated. Play has something with dialogue and also has several scenes.
Step 4: Speaking
T: Cat’s move to speaking on page16, first, we’ll have a look at situations. Find out who, when, where or ever why, how.
Character: three pieces
Time: dark night in April
Place: in the mountain
S16:
S17: Character: Four classmates
Time:
Place: in the dormitory
S18: Character: Four students
Time:
Place: on the way to school.
T: Adorning to the situations and the information given above, four in one group, try to create a short play. It can be more than one scene if necessary. Then act it out.
Step 5: homework
T: Time is up. So this is as your homework. Tomorrow we will hold a competition and see who will be the best playwright, who will be the best cotter and actress.
Period 2 Reading
The necklace
New words: Jeanne Mathilde Loisel, recognise, surely, diamond, explain. Pierre, ball, jewellery, franc, continue, call, lovely, being back, day and night, pay off, debt, precious, at most.
Teaching Process
Step1: Check the homework and lead-in
T: Yesterday, I asked you to create a play, would you please share your play with us?
Ss: ……
T: Well done. ××, what do you think of the role you’re played.
S1: ……
T: Next group.
Ss: ……
T: Great. The whole clan, what kind of play do you like: funny plays, serious plays or sad plays?
Ss: ……
T: Yes, I think so. Last chance, who will catch the last chance?
Ss: ……
T: Wonderful! ××, which script is the best one?
S2: I think ……
T: Who is the best actor and actress in your opinion?
Ss: ……
T: You think ×× and ×× performed really well. The same goes for me. And it seems that you know a lot about plays. Do you know any play in and out of China? Who is the playwright?
Ss: ……
T: Today, we are going to read a story written by Maupassant. Who was Maupassant? Was he an English writer or a French writer?
S3: A French writer.
T: Yes. He was a famous French short-story write in the 19th century-born in 1850 and died in 1893. Most of his works were about the everyday life of the simple people. His style was direct and simple with attention is realistic detail. All these can be seen from the story we are going to learn. What’s the title?
Ss: The Necklace.
T: Can you guess why the playwright chose. The Necklace as title?
S4: The play must talk about it.
T: I’m sure you will get a better understanding after reading it. Anyhow, let me introduce you the characters.
Pierre Loisel: a government worker (P)
Mathilde Loisel: P’s wife (M)
Jeanne: M’s good friend (J)
But ten years later, J couldn’t recognize her good friend M, why?
Please read the story quickly and see if you can tell me why.
Ss: She looked much older.
Step 2: Reading
T: Why did M look older than her age? What had happened to the couple? Let’s read the play carefully and then I’ll give you some information about it.
1. One day J was sitting at home and M went to see her. (F)
T: Where did they meet each other?
S4: In a park.
2. J didn’t recognize M because she was ill. (F)
T: Why did she look older than her age? What kind of life did she live?
S5: She looked older than her age because of ten years of hard work. Times were hard for M-Years of hard work, very little food, only a small cold room to live in and never, never a moment’s rest.
3. M married a man with a lot of money. (F)
T: Where did M’s husband work?
S6: He worked in a government office.
4. Ten years ago, the couple were invited to an important meeting.(F)
T: What were they invited to do?
S7: They were invited to a ball.
T: Did they accept the incitation? Why?
S8: Yes, they did. Because P was the only person in his office who was invited.
5. M didn’t think they could go because she had no evening dress or jewellery. (T)
6. P decided to buy some jewellery for his wife. (F)
T: What did he decide to buy for his wife?
S9: An evening dress.
T: How much was it?
S10: Four hundred francs.
T: Why did he decide to spend so much money on an evening dress?
S11: After all, the ball was very important.
7. At last, M decided to go to the ball with a flower. (F)
T: Why couldn’t she do that?
S12: Everybody else would be wearing jewellery. She couldn’t be the only woman who wasn’t wearing jewellery.
8. M would go to see J on Friday. (T)
T: Why did she want to see J on Friday after she got a new dress?
S13: Because J married a man with a lot of money. She could lend M some jewellery.
9. M called J and asked if she could borrow some jewellery. (F)
T: Was J kind?
S14: Yes.
T: How do you know?
S15: She brought out all her jewellery and she told M that she could take anything she liked.
T: What kind of necklace did M choose?
S16: She chose a lovely diamond necklace with a big blue store in the center.
10. M looked pretty and happy. (T)
11. M and P have been happy since the ball. (F)
T: What made their life change?
S17: They lost the necklace.
12. M and P bought a new necklace. (T)
T: How can they afford it?
S18: They borrowed the money. During the next ten years they both worked day and night to pay for it. At last, they paid off all their debts.
T: How much did the necklace they bought cost?
S19: It cost them thirty-six thousand francs.
T: Was J’s necklace as precious as this one?
S20: No, it was made of glass. It was worth five hundred francs at most.
Step 3: Task
1. If only M and P had found the necklace.
Can you imagine what happened when they returned to the ball and tried to find the necklace?
2. What would M do after she returned home from the park. Would she tell her about the real story? What would P say?
So would you please work with your group members, choose one of them and write a short play, then act it out.
* Post reading for reference.
Sample of task 2
M=Mathilde P=Pierre
M: You’ll never guess whom I met today in the park.
P: Oh, was it some important?
M: Why , yes, you could certainly say that. (looking at him.) I met Jeanne.
P: No, you don’t say!
M: Yes, she was sitting there when I walked by but she didn’t know it was me.
P: How could she forget? ( He sees his wife putting her hands to her face.) Oh, I’m sorry.
M: That’s all right. Anyway, we both know I did it to myself.
P: Did what, dear?
M: Made a fool of myself. I simply to be the lowest lady at the ball and look what it cost me -and you, I’m sorry.
P: Forget it, dear. What’s past is past. You mustn’t keep blaming yourself.
M: But you don’t know the worst part. Oh, I still can’t believe it! She told me that the diamond necklace wasn’t real!
P: What do you mean?
M: It wasn’t real. I was only worth a few hundred francs.
P: Oh, my goodness! And we worked so hard to pay for that necklace. Our whole life. But as least we did the right thing. We must forget about the past. At least we still have each other.
M: (not listening.) And to think she gets to keep the necklace now! (She shakes her head many times.)
P: Forget the necklace. It can only bring you as much as trouble as the old one.
Step 4: Homework
I’m for know a lot about M, P and J. Can you use one adj to describe each of them?
M: Pretty, vain.
P:
J: Vain, honest.
1.Rewrite the whole play in the time order. From boring the necklace. Losing the necklace looking for necklace, returning the necklace to knowing the tooth. Then act it out.
II. Discursion
1. Why did M have to borrow a necklace from Jeanne?
If you’re M, will you wear the flower instead?
2. What would Jeanne do after she met M in the park? Would that change M and P’s life?
3. Why did the another chose “The necklace” as title?
4. What do you think of M’s life? In your opinion, what made her life like that?
Period 3
Step 1. Check the homework
T: Today, we’ll go on to talk about=The necklace. What quarters did M, J and P have?
Ss: ……
T: So let’s have some discussion. I’m sure you can have better understanding of M, J and P, the title, or even the society after discussion.
1. Why did M have to borrow a necklace from Jeanne? If you’re M, will you wear the flower instead? Why or why not?
2. What would J do after she met M in the park? Would that change M’s life again?
3. Would M’s life be happy again? What do you think M’s life? In your opinion, what made M’s life miserable?
Step 2: Act out the play
T: You know better about M, J and P, and I asked you to retort the whole play, I have faith in you and you can do well. Any volunteer to have a performance?
Ss: ……
Step 3: Comment on the play
T: Which group give us the best performance? Which group has the best script? Who is the best actor? Who is the best actress?
Ss: ……
T: How to create a successful play?
Step 4: Homework
T: 1. I’m afraid time’s up, let’s leave it until tomorrow. Think over how to create a successful play? You can have a look at learning to act on page 86, it will help you. So will integrating skills on page 20.
2. Tomorrow we will have the programme “the life of Art”. One acts as Mr. ZhuJun. ×× and ×× are the best actor and actress we’ve chosen, so they will invited to the programme as distinguished guest. Others are the audience live. The main topic is “How do you two become famous actor and actress.”
Period 4
Step 1. Greeting and lead-in
T: Morning class. It’s time for us to entertain ourselves. The like of Art will begin soon. Who will be Zhujun? You can begin like this________ Hello, everybody, I’m your old friend Zhujun. Welcom to …… our programme______The life of Art. Today we’re lucky enough to invite the best acter and actress ×× and ××. Welcome! ……
S1: ……
S2 &S3:
Ss: ……
Step 2: Presentation (Fast reading)
T: Wonderful! They talked a lot about how to act well, how to be a successful performer. Do you want to know more?
Ss: Yes.
T: So let’s turn to page 86 skills “learning to act”. Look through the whole passage and find out: What is the first thing an actor or actress should do?
Ss: The first thing an actor must have is the desire to become an actor and the belief that he or she can act well.
Step 3: careful reading
T: Self-confidence, self-determination are of great important. But many skills need learning. Read carefully and tell me how do actors prepare for a performance besides self-confidence.
I. Learning how to act
1. The teacher asks students to image that they are a certain thing, close their eyes, concentrate on the object they have chosen and use their both to show their feelings.
2. The teacher may also ask student to think about a general topic and list situation or actions that belong to the topic.
eg: If the topic is friendship, students may list “a handshake”, “laughter”, “meeting” and so on.
II. trust each other and communicate
eg: one stud it may close his or her eyes and have another student lead him or her around.
III. learn the lines of the play, how to move, where to stand or walk and what expressions to us.
IV. understand the character they pay.
1. from appearance
2. from quality and character.
skill
Remember lives
speak clearly
understanding feelings
Team work On stage
Remember what to say
Speak to the audience
Playing a character
Act together with other actor In real life
Study, take exams
Give a speech, read poetry
Understanding our selves and our friends
Study together, work together
Step 4: Reading and writing (page 20)
T: The actors themselves are the most important. But if an actor wants to perfume successfully, what else will be needed?
Ss: A good director.
A good script.
T: Yeah, a good script plays an important in a successful play. So let’s learn to write and perform a short play. Would you please turn to page 21, and read the tips together?
Ss: ……
Step 5: listening
T: So I’d like you to listen to the tape, follow it and finish exercises on page 21.
1. The teacher says that TV shows and computer games are a bit like plays. Can you think of more similarities? What are the differences?
2. The text above has several roles in it --the teacher and the students. What other “roles” in real life can you think of? Do you “act” in different ways when you’re a “student” and when you are a “son or daughter” or a friend?
3. Life is like theatre, and theatre is like life. Do you agree? Compare life and theatre and try to think of similarities and differences.
Step 6: homework
1. Find out five beautiful sentences in this unit.
以学校计划为指导，认真总结上学期教学及考试情况，加强教法学法研究，使下学期的工作有新的突破。
二、目标任务：
通过一个学期的教学，使学生牢固扎实地掌握化学必修2所要求的基础知识和基本技能，提高学生解决问题的能力，有良好的心态应考。在期末考试中力争在平均分、有效人数方面有教大的突破，力争达到更高的层次。
三、主要措施：
1、认真学习和研究课本、教参，增强常规教学的目标性和针对性，严格控制教材的深度和广度，保护学生的学习积极性。
2、认真深入备课，加强集体研究，集思广益。坚持每周至少一次集体备课，同时要多讨论、多交流，组员之间互相多听课，共同研究，调动学生学习的积极性，提高课堂教学效率。
3、讲究教学策略。深入研究学生，摸清学生情况。日常教学的全过程都要以学生现有水平为起点，着力中层，关照上层，挖掘下层，做好分层的指导工作。帮助学生明确目标，树立信心，鼓足干劲，做好分类辅导工作，提高学生学习的积极性。
4、在日常教学的全过程中，注重知识的基础性和系统性，着力点是对牢固掌握化学基础知识和基本技能的训练。用好资料，培养学生创新能力和综合应用能力。
5、抓好协调工作。同组老师之间多沟通，团结协作，科任与班
任之间、与级组其他老师之间互相沟通。
6、加强理论学习，发扬刻苦钻研的探索精神、爱岗敬业精神、不甘落后的拼搏精神，全身心投入到教
7、实验教学有待加强
实验教学可以激发学生学习化学的兴趣，帮助学生形成概念，获得知识和技能，培养观察和实验能力，还有助于培养实事求是、严肃认真的科学态度和科学的学习方法。因此，加强实验教学是提高化学教学质量的重要一环。在教学中尽量做好每个演示实验。本人教学中，课前准备较周密，演示实验现象明显，效果良好，使全班学生都能看得清楚；教师应从科学态度、规范操作，给学生示范，甚至让学生参与到实验中来，并启发引导学生从生动的感性知识上升到抽象的思维。
以上是我进行化学教学中的几点做法和想法，我希望在以后的教学中不断总结，不断地提升自己的业务能力。
三、课堂、课后有分别 不管是难度和广度的调节，还是学习方法的指导，主要通过课堂教学来完成，教师的教法直接影响学生的学法，课堂教学是完成教学中心任务的主战场，是减轻学生负担、提高学生学习效率的主渠道，所以提高课堂效率也就显得尤为重要，教学工作计划《高一化学下学期教学工作计划》。在备课时坚持启发性和因材施教的原则，根据化学学科的待点，联系生活，从各方面激发学生的学习兴趣，有时候适当利用课件加强教学直观性。注重课堂的节奏、容量大小，充分发挥教师语言的特点，形成以教师为主导，以学生为主体的教学模式，课后对不同的学生采取培优补差的方式。
四、积极抓好日常的教学工作程序，使教学工作有效开展 按照学校的要求，我积极认真地做好课前的备课资料的搜集工作，按时按量的布置了学生作业，全批全改，发现问题及时解决，及时在班上评讲，及时反馈。
第一步, 明晰初中化学知识与高一化学知识的联系是基础。
第二步, 建构高一化学知识体系是重点。
第三步, 掌握科学的学习方法是关键。
1.抓住化学基本概念与原理, 明晰知识节点, 建构知识网络。化学概念与原理都是抽象概括的知识, 是比较难理解和不易掌握的, 才是化学知识的重要组成部分, 在化学体系中它们充当着知识网络中的“节点”。这部分知识的学习方法是理解概念的核心内涵, 理清概念间的相互联系, 透析基本原理的实质。
2.以化学基本概念和原理作为指导, 重视实验, 掌握元素化合物的知识。
(1) 将各章内、各章间知识点横向比较、纵向联系, 联线结网。
高一化学按教材顺序, 以第五章为界, 碱金属、卤素的学习是将元素性质的理解向原子结构、元素性质递变规律的方向归纳;而氧族、碳族的学习, 是用元素周期表的理论知识指导各主族具体的元素性质学习。掌握“结构———位置———性质”的关系是重点。
(2) 要以元素性质为核心, 掌握“相似性”、“递变性”的同时注意“特殊性”, 再跟物质的用途、存在、制法密切联系。
(3) 重视教师演示和学生分组实验的实验原理、设计、操作, 重视实验习题探讨与处理, 加强定量实验的误差分析。
(4) 元素化合物学习要尽可能紧密地联系社会、联系实际。
3.掌握基本概念 (物质的量、阿伏伽德罗常数、摩尔质量、物质的量浓度、气体摩尔体积) 的内容及概念间的联系;理解重要定律 (阿伏伽德罗定律及其推论) 的内容是增强计算能力的基础。同时还要学习例题的解题方法, 规范化学用语及解题格式;总结不同题型的解题规律;进行一题多解的训练;纠正每一道错题。
关键词：思维导图 化学教学 化学学习 应用
中图分类号：G633.8 文献标识码：A 文章编号：1673-9795（2013）04（c）-0118-01
高一学生学了一段时间化学后，他们就感到在化学越来越难学了，知识点太多、太乱记不住。老师上课讲的好像都听懂了，但自己做题时一做就错，学习化学的兴趣与激情大减。的确，有的内容如：“物质的量、氧化还原反应”等等知识理论性强，抽象程度高，这些知识内容和能力要求使学生在学习上产生了困难，学习方法没有相应的改变，使学生逐步陷入了化学学习的迷茫之中，如果不能解决这些问题，部分学生在学习化学上就被分化出去。
如何解决这些问题呢？基于思维导图的学习过程很好地体现了建构主义学习理论的理念和灵活交互的特征。本人针对以上学生在化学学习中的问题，在教学中适时的引入思维导图的教学方法会收到不错的效果。同学们参与教与学的热情高涨，重新点燃了学习化学的激情，也体现了新课改中“自主、合作、探究”的理念。“思维导图（Mind Mapping）”是英国著名脑思维学者、堪称世界记忆之父的东尼·博赞（Tony Buzan）在20世纪70年代初期创立的一种新型笔记方法，它以放射性思考为基础，是一个简单、高效、放射性、形象化的思维工具。 运用思维导图在教学时主要从以下几个方面进行了尝试。
1 运用思维导图预习，提高预习效果
课前预习是学生提高听课效果的重要環节。如何才能更好的提高预习效果呢？此时，我尝试运用思维导图指导学生进行预习，改变他们这种无效预习的旧习惯。学生制作思维导图时都用纸+笔形式手绘制为主。首先确定中央主题，及下一级主题。最大的主题尽量以图形的形式体现出来（例如一朵花或一朵云为中央主题），画在纸的中央，周围留出空白。其次，主题的连接，用不同颜色的彩笔画出曲线，由中央主题开始连接下一级主题，而且在线上方写上关键词。在进行课前预习时快速阅读每一小节内容，圈选出该节的关键词，选择每节的主要关键词，填到主要分支的线上。当该主要分支上还有更细小的分支时，则继续重复上述操作。完成所有关键词填写后，接着在思维导图上做好相关的标记。例如，在各分支上用彩笔标注上“已理解、有疑惑、完全不懂”等等的符号。
首先通过思维导图的制作，帮助学生明确目标，在阅读时能够集中注意力，快速把握住阅读内容的关键点，并理顺自己的思路。同时，标记的使用能让学生在听课时有的放矢，目标明确，提高听课效果。其次通过学生独立制作个性鲜明思维导图，调动他们的学习化学的兴趣。另外，通过检查思维导图，也能够迅速找到学生对该内容的思维障碍点，从而让教师的教学更有针对性。
2 运用思维导图记笔记，提高听课的效率
避免或减少学生走神而听遗漏知识点，运用思维导图来提高学生听课的兴趣和效率也是一个非常有效的教学方法。
由于课前预习的思维导图上有“疑惑、完全不懂”等等的符号，学生听课时就有了目标，就会投入到课堂中来。把“有疑惑、完全不懂”的地方尽可能地标记上“已明白、还有问题、拓展知识点”等，学生一节课下了会有一种成就感。正如一位同学的感言：我以前上课都是忙于做笔记和操老师板书，都不理解课堂内容，也不知道知识点的重点，看是学得很认真，但效果不好，学得累。现在利用思维导图记笔记，提高了做笔记的速度和质量。把平时用于记录笔记的时间更多的用在了思考和理解上，我感觉学得轻松和自信多了。
另外，我也尝试在课堂上师生共绘思维导图的形式把新知识点不断的呈现在学生眼前，学生可以看到核心内容通过线条连接后，使思维重点、思维过程以及不同思路之间的联系清晰的呈现在图中，学生感觉一幅图胜过千言万语。这样的课堂笔记不仅能够迅速帮助学生进行归纳总结，而且整堂课的授课过程也被形象地记录在图中，以便于课后复习，从而有效的提高了学习效率。在这师生共绘思维导图过程中也不断迸发出思维的火花，有效地提高了课堂教学效率和有效的培养了学生的思维能力。其次这种方式也便于教师与学生之间的交流，从而加强师生间的互动。
3 运用思维导图进行总结，提高综合能力
复习是巩固知识、提高运用知识能力的重要环节。学生对绘制思维导图这种个性化的学习方式进行复习总结都表现出一定的兴趣。
在复习中，本人先让学生通过自己对整节或整章学习内容进行总结，并依自己的理解绘制一幅思维导图。
其次，分小组交流制作的思维导图，交流过程中，不批评别人的想法，保持自主性，小组长把所有的意见记录，尽可能的发散、联想。
然后，小组长和组员对交流的相关信息进行整理和归纳，对原来的思维导图进行改进、完善和丰富，形成小组的集体智慧。在复习课堂上先请各小组代表依图介绍复习，然后大家讨论该思维导图的优劣。最后教师进行总结，并同时展示自己所作的思维导图。
最后，根据课堂复习情况，学生对自己的思维导图进行修改或重新制作，并适当地在图中插入一些事例，以帮助自己加强记忆，从而形成个人的复习资料。通过这种方式，可以帮助学生加深理解和记忆，弄清楚一些更详细的内容是在何处以何种方式连接起来的，尽量做到“宏观把握，微观掌握”。这样把整节、整章甚至整本书的内容浓缩为一张思维导图，从而逐步达到“把书读薄”的目标。
同时，平时鼓励学生对于思维导图要坚持使用，循序渐进；在绘制上要不断改进，不要太拘泥于形式，跳出传统束缚，形成自己的风格；要善于交流，相互学习，促进个人思维能力的发展。
通过一段时间的在教学中运用思维导图，本人感觉到，思维导图是一种不断发展和完善的学习方法和教学方法，有着它无可估量的价值。我们不难发现，思维导图能够很好地提高学生的学习能力、理解能力和记忆能力，它有助于学生逻辑思维能力的培养，以及学生空间智能的开发。我们在化学教学设计与实施中可以巧妙灵活的将思维导图的运用与其他教学设计模式有机的结合起来，必将为新课程教学改革注入新的活力。
参考文献
[1]（美）托尼·巴赞，著.思维导图[M].李新，译.北京：作家出版社，1999：36-40，98-101.
[2]托尼·巴赞.大脑使用说明书[M].北京：外语教学与研究出版社，2005：5-6.
[3]葛岩.思维导图在化学教学中的应用举例[J].化学教与学，2010（11）：6，16-17.
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