注意学生的课外实践，优化生活中的课程资源。实验表明：“学生具有一定的经

Note students' extracurricular practice, curriculum resources to optimize life. Experiments show that: "Students have some experience, is about to experience the reality of social life, to help students more closely understand the chemistry and human life, attention and chemical-related social problems facing humanity, and to develop students' sense of social responsibility, sense of participation and decision-making ability. "Therefore, the chemistry teacher should dig in various ways through a variety of ways of life materials, curriculum resources to optimize the life and development of life. Teaching content and student uncertain life, closely linked to social practice curriculum resources, and chemistry, chemical and life experiences and social, chemical, natural harmony, to enhance the students uncertainty right on the "Science, Technology and Society" of the concept enhance students' sense of social responsibility. Chemical from life, from social practice. Meanwhile, life requires chemical, many of the problems in our lives requires knowledge of chemistry to solve. In teaching, as first-line chemistry teacher, according to the actual situation of the students, according to the actual situation and the specific conditions of teaching content and teaching environment for students to build a positive and lively learning environment in which students can practice and contact with nature scene life phenomenon, the use of observation and imitation methods of collecting data by the method of measurement. It not only can exercise students' ability to apply knowledge to solve practical problems, but also can stimulate students a passion for learning chemistry. Teachers' understanding of the environment and the campus community, the more uncertainty, the more you can take advantage of development opportunities, mainly students discover and recommend extracurricular practice in everyday life, so teachers should pay a price. Attention to resource for finding student social life experience, in order to improve students' knowledge into the book uncertain ability of social practice, excavation and expand the content of textbooks, teaching materials are not only content from the sublimation of life, but also higher than life. Therefore, the content of textbooks should be the guiding life, restore primary life. The new curriculum standards clearly states: "the middle school chemistry education can not be limited to traditional textbooks, must be used to develop a variety of courses and resources." From the very beginning exquisite use and development of curriculum resource levels, requiring teachers generally speaking, of modern information Research and practice of technology and instruction is a combination of primary and secondary schools at the beginning, and the use of modern information technology in teaching is more in line with requirements of the new curriculum reform. In one technique for the purpose of teaching the use of modern information technology is used to replace the traditional teaching. By studying the subject, it can be concluded that modern information technology has irreplaceable advantages, but it does not show many aspects of experimental teaching chemistry through information technology, the traditional teaching of chemistry experiment irreplaceable function, that is, fine, give full play to the traditional experiment teaching

Pay attention to students' extracurricular practices and optimize the curriculum resources in life. Experiments show that "students have some experience, will experience the reality of social life, help students to better understand chemistry and human life, pay attention to the human face of chemical-related social problems, and develop students' social responsibility, participation awareness and decision-making skills." "Therefore, chemistry teachers should explore life materials in a variety of ways, optimize the curriculum resources in life, and develop their lives." The content of teaching and the uncertain life of students, the resources of social practice courses, and the harmony between chemistry, chemistry and life experience and society, chemistry and nature, and the deepening of students' right to uncertainty about "science and technology and society" enhance the students' sense of social responsibility. Chemistry comes from life, from social practice. At the same time, life needs chemistry, and many of the problems in our lives need to be solved by chemistry. In teaching, as a first-line chemistry teacher, according to the actual situation of students, according to the actual situation of students and the specific conditions of teaching content and teaching environment, a positive and lively learning environment, so that students can practice and contact with the natural scene of life phenomena, using observation and imitation methods, through measurement and other methods to collect data. It can not only exercise students' ability to solve practical problems with knowledge, but also stimulate students' enthusiasm for chemistry learning. The more unclear the teacher's understanding of the campus environment and community, the more opportunities that can be developed and utilized, mainly students in daily life to discover and recommend extracurricular practices, so teachers should pay a certain price. Pay attention to resources, find students' social life experience, in order to improve students' uncertain ability to transform book knowledge into social practice ability, and excavate and expand the content of teaching materials, the content of teaching materials is not only sublimated from life, but also higher than life. Therefore, we should guide life with the content of teaching materials and restore the first nature of life. The new curriculum standards clearly state that "secondary chemistry education cannot be limited to traditional teaching materials, but must be used and developed with a variety of curriculum resources." "From the very beginning, the use and development of the exquisite level of curriculum resources requires teachers in general, the combination of modern information technology and subject teaching research and practice is at the beginning of primary and secondary schools, and the use of modern information technology in teaching is more in line with the requirements of the new curriculum reform. In a kind of teaching aimed at the use of technology, modern information technology is used instead of traditional teaching. Through the study of this subject, it can be concluded that modern information technology has irreplaceable advantages, but it does not show many links of chemical experiment teaching through information technology, the traditional chemistry experiment teaching has irreplaceable function, that is, give full play to the excellent methods in traditional experimental teaching. To promote the optimization of modern information technology to chemistry experiment teaching.

Pay attention to students' extracurricular practice and optimize curriculum resources in life. The experiment shows that: "students have certain experience, that is, to experience the reality of social life, to help students understand chemistry and human life more closely, to pay attention to the social problems related to chemistry faced by human beings, and to develop students' sense of social responsibility, participation consciousness and decision-making ability. "Therefore, chemistry teachers should explore life materials in various ways, optimize curriculum resources in life and develop life. The teaching content and students' uncertain life are closely related to the resources of social practice courses, and make chemistry, chemistry and life experience get along with society, chemistry and nature harmoniously, deepen the concept of students' uncertainty of "science, technology and society" and enhance their social responsibility. Chemistry comes from life and social practice. At the same time, life needs chemistry. Many problems in our life need chemistry knowledge to solve. In the teaching, as a front-line chemistry teacher, according to the actual situation of the students, according to the actual situation of the students, as well as the specific conditions of the teaching content and teaching environment, a positive and active learning environment is constructed, so that the students can practice and contact the life phenomena in the natural scene, adopt the method of observation and imitation, collect data through measurement and other methods. It can not only train students' ability to use knowledge to solve practical problems, but also stimulate students' infinite enthusiasm for chemistry learning. The more unclear the teachers' understanding of the campus environment and community, the more opportunities they can develop and use, mainly the extracurricular practice found and recommended by students in their daily life, so teachers should pay a certain price. We should attach importance to resources and seek students' social life experience. In order to improve students' uncertain ability of transforming book knowledge into social practice ability, and to explore and expand the content of textbooks, the content of textbooks is not only sublimated from life, but also higher than life. Therefore, we should guide our life with the content of teaching materials and restore the first nature of life. The new curriculum standard clearly points out that "middle school chemistry education cannot be limited to traditional teaching materials, but must use and develop various curriculum resources." From the very beginning, teachers are required to use and develop the exquisite level of curriculum resources. Generally speaking, the research and practice of the combination of modern information technology and subject teaching is at the beginning of primary and secondary schools, and the application of modern information technology in teaching is more in line with the requirements of the new curriculum reform. In a kind of teaching for the purpose of using technology, modern information technology is used to replace the traditional teaching. Through the research of this subject, we can draw a conclusion that modern information technology has irreplaceable advantages, but it does not show many links of chemical experiment teaching through information technology. Traditional chemical experiment teaching has irreplaceable functions, that is, fully exert the excellent methods in traditional experiment teaching, and promote the modern information technology to chemical experiment teaching Change.<br>