Ninth grade chemistry goal

I. Teaching objectives 1. Knowledge Objective To understand the physical properties of metals and the important role of metal materials in production, life and social development; Master some important chemical properties of metals. 2. Ability goal Through comparative learning, students can form the ability to acquire and process information and build a knowledge system related to metal materials. 3. Emotional goals stimulate students' sense of cooperation and participation, and promote cooperation and friendship in inquiry activities. And make students realize that chemistry is not isolated, it affects all aspects, and our production and life can not be separated from chemistry. Second, teaching point 1. Chemical properties of metals II. Thoughts on solving the sequence of metal activities III. Teaching process 4. Teaching process teacher: Students, we learn metal and metal materials earlier, which is closely related to our production and life. Now let's review and summarize this part of knowledge together. First of all, please ask the students to complete the "self-diagnosis" on the study plan independently. Health: refer to "self-diagnosis" to evaluate your completion of review goals. For the problem, take the form of reading or group communication to solve it. (Design intention: By reviewing the contents of the textbook, students can do a good job of self-examination in knowledge, skills and methods, and find out their own shortcomings and existing problems.) Teacher (showing a wire and a copper wire): Can you distinguish a wire from a copper wire? What characteristics do you use to distinguish it? Student: Discuss and communicate in groups. On this basis, send representatives to speak. (Design intention: Through divergent thinking training, cultivate students' ability to comprehensively analyze and solve problems. Teacher (question): Magnesium and zinc with equal mass react fully with enough dilute sulfuric acid respectively. Can the reaction be represented by a picture (the abscissa represents the mass of dilute sulfuric acid and the ordinate represents the mass of hydrogen)? Student: Finish the task on the basis of group cooperation and communication, and fill in the conclusion on the study plan. Teacher (task completed by physics projection students): Guide students to summarize what determines the slope and height of the curve respectively. (Design intention: Through the guidance of learning the law, make students realize the importance of summarizing the law of solving problems in time. ) teacher: through the systematic review just now, please try to summarize the knowledge network of this unit and write it on the study plan. Student: Complete the task on the basis of group cooperation and communication. The group chooses representatives to show the knowledge network completed by the group on the blackboard, and puts forward their own questions and puzzles. Other students answer questions, supplement and evaluate. (Design intention: Solve the difficult problems of each group, generate a complete knowledge network, and cultivate students' display, communication and speculative ability. ) Teacher: Please open the study plan and finish the content in "Application of Knowledge and Ability". Students: After self-solving, communicate in the group (or show it in class) to solve the difficult problems encountered in the process of doing the problem. (Design intention: strengthen the knowledge learned, especially solve the problems encountered in life and society, so as to "move from chemistry to society". In this process, teachers should pay attention to guiding students to summarize the methods and ideas of solving problems and the knowledge points involved, and further promote them to solve such problems. ) teacher: issue standard test questions and implement standard tests. Student: Discuss in groups and bring the problems that the group can't solve to the whole class for discussion and solution. According to one's own classroom performance, self-evaluation is carried out from the aspects of knowledge and skills, learning methods and review efficiency, so as to find out one's own advantages and disadvantages, which is conducive to the improvement of review in the future. (Design intention: Considering the three-dimensional goal, knowledge and ability are mainly acquired in the form of testing, and the process and methods, emotional attitudes and values are mainly completed through self-evaluation or other evaluations. The specific evaluation should be considered from the aspects of learning methods, learning attitudes, cooperation and communication, and display performance. )