Chao News client correspondent Xiang Qingya, Zhu Qingyu, Ren Wenjun.
A few days ago, Hangzhou Qiantang Senior High School specially invited Xiao Zhongrong, a teacher and researcher of chemistry in Hangzhou, to guide the teaching of chemistry in the third year of high school, and set up a guidance lecture on chemistry selection and learning methods for the third year of high school, so as to promote the professional growth of chemistry teachers in the school and help the third year of high school students to face the upcoming first examination.
Mr. Xiao brought the special guidance of "Research on the Teaching Strategy of the First Exam of the Senior High School" to all the teachers of the chemistry group. Mr. Xiao took the June 2023 selection question as the carrier, inferred the trend of the January proposition based on the requirements of the selection proposition, and analyzed the difficulty coefficient of each major question. He particularly emphasized the new high school examination questions: derived from the textbook, but also hidden in the textbook;Deeper than the textbook, but higher than the textbook;It is difficult to teach materials, and it is new to teaching materials. He instructed senior high school chemistry teachers to break through the shackles of mock papers in the final sprint stage of the first examination, promote teaching through examinations, connect teaching and examination, and reshape book knowledge.
From the four aspects of test site review, proposition trend, test mentality, and key question type test countermeasures, Mr. Xiao summarized the solution model and method of the selected questions from the four aspects of test site review, proposition trend, test mentality, and key question type test countermeasures, and summarized the solution model and method of the major questions in the college entrance examination with the content of the college entrance examination and the content of the textbook, which brought full thinking and dry goods to the students to solve the problem, and encouraged students to be "confident, careful, ingenious, and hard-hearted" to meet the first exam in January in the best state.
The students were deeply attracted by Mr. Xiao's interesting and in-depth explanation, and they enthusiastically participated in the whole process for more than two hours. Mr. Xiao's lecture gave students a clear review idea before the exam, and provided scientific guidance for grasping the limited time and implementing precise policies in the next exam preparation.
A student from the third (1) class of senior high school Vientiane said: "Mr. Xiao's lecture is all-encompassing, but it is not cumbersome, but it is like using a rope to connect the scattered fragments in my mind, at this time the chemical knowledge in my mind is full and organized, and Mr. Xiao emphasizes the foundation of "knowledge synthesis", which gives us a deep understanding of chemical knowledge. For us at this stage, only by transforming our love for chemistry into exploration and thinking about chemical phenomena and chemical theories can we unveil chemistry. Mr. Xiao's lectures, like a set of combination punches that are in place, have opened up the second pulse of my chemistry study and benefited me a lot. ”
Zhou Weiya, a student from the third (11th) class of senior high school, said: "In this lecture, I learned about the new trends of the chemistry college entrance examination, as well as the direction and angle of the questions in the first examination, such as: the reaction system should be accurately selected according to the question in the chemical reaction equilibrium question, and then the reaction condition selection should be analyzed. It made me realize the centrality of "energy consumption" in the stem. Not only that, but I deeply realized the importance of learning based on the knowledge content of the textbook, because most of the questions in the college entrance examination are expanded from the knowledge points of the textbook. It also allowed me to learn some more in-depth knowledge in chemistry, such as dispersion forces. Finally, in this lecture, I also mastered the skills of slow review and quick answer, and further understood the meaning of fluency, orderliness, rigor, profundity and innovation in thinking. ”
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