论文部分内容阅读
在化学实验教学中,不可避免地会遇到一些意料之外的异常实验现象。一些在高中化学实验中出现的异常实验现象会对课堂教学产生一定的干扰作用,但问题的关键是当实验出现异常现象或实验失败时,教师不能一味地强调书本知识,牵强地由异常的实验现象得出正确的结论,而应要求学生实事求是,充分利用这些课堂新生成的问题,把它视为一种宝贵的探究性资源来引导学生对不同的现象进行思考,认真探究其原因,培养学生的创造性思维和探究能力。
In chemistry experiment teaching, some unanticipated phenomena of abnormal experiment will inevitably encounter. Some abnormal experimental phenomena in high school chemistry experiments will have certain interference effects on classroom teaching. However, the key point of the problem is that when abnormal phenomena or experiments fail in the experiment, the teacher can not blindly emphasize the book knowledge, Phenomenon should come to the correct conclusion, but should require students to seek truth from facts, make full use of these classroom newly generated problems, treat it as a valuable exploration of resources to guide students to think about different phenomena, earnestly explore the reasons and train students Creative thinking and inquiry skills.