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高中学生已经掌握一定基础的化学知识和生活常识,因此若能将“门槛应用”使用得当,可以起到事半功倍的效果。在理论与实际中,学生较易接受实际事实,在抽象和直观之间,学生更容易接受直观的事物,利用学生自身的特点及教学层次要求,我们可以在上课前、上课时和上课后设置不同难度的问题情境,在学习中讨论中体会收获的快乐,培养学习的兴趣,增强学习的动力。情境教学,设计问题苏教版化学必修1的专题3第一单元:从铝土矿到铝合金,
High school students already have some basic knowledge of chemistry and common sense of life. Therefore, if the “threshold application” is properly used, it will play a multiplier effect. In theory and practice, students are more receptive to the fact that students are more receptive to the intuitive things between abstraction and intuition. Taking advantage of the students’ own characteristics and teaching level requirements, we can set before class, during class and after class Different difficulty of the problem situation, in learning to experience the joy of harvest, cultivate interest in learning, and enhance learning motivation. Situational teaching, design issues Supian version of the compulsory 1 chemistry 3 unit 1: from bauxite to aluminum,