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Based on the normal class of professional certification
王岩 2024/9/3 8:46:41
（接上页）r investigated and analyzed the performance of chemistry normal university students in the middle school chemistry experiment teaching skills training, and found that the main problems are: ① emotional tension and anxiety; weak chemical knowledge in ② middle school; weak ③ experiment teaching skills; improper ④ experiment operation; inadequate ⑤ teaching preparation.
(1) Emotional tension and anxiety
When chemistry normal university students carry out experimental teaching and training, they carry out chemistry experiments as teachers. They should teach knowledge points while doing experiments, and no mistakes should be made in every link. This kind of situation is an unprecedented challenge for chemistry normal university students.Therefore, in the face of such a role change, many normal university students will be nervous, anxious, shivering, and incoherent in the process of teaching experiments.
(2) Middle school chemistry knowledge grasp is not firm
Many normal university students show the phenomenon of weak basic knowledge in the experimental teaching skills training. For example, some students can not remember some chemical reaction phenomena, forget the experimental precautions, the color expression of some salt solution is unclear, or the writing of some equations is not clear. A knowledge point error will appear a teaching accident. A good teacher should have a rich knowledge reserve.
(3) Weak experimental teaching skills
Questions arise during the question-asking session.For example: when talking about the "oxygen production" experiment, to the last step of the oxygen test can be used with small wood strips, some chemistry normal university students so ask: " What kind of wood strips can we prepare?"The people below didn’t understand it at all.
(4) Improper experimental operation
Experiment is a means to learn chemistry. Middle school students are relatively unfamiliar with the operation of the experiment, so（未完，下一页）
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