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化学课堂教学中所涉及的问题一方面依据于教材,另一方面源于学生,但很大部分需要教师的再加工——问题的设计。课堂上,教师提出问题的角度、层次和要求直接影响着对学生思维能力的培养。因此,化学教学必须根据学生的认知水平、教材内容、课型要求等提出不同问题,从多方面培养学生的思维能力。一、设计趣味性问题。激发学生的思维兴趣新课标指出,化学课程应从学生已有的生活经验出发,让学生在已有的认知基础上体验和理解化学知识。问题设计要以培养学生的学习兴趣为前提,能诱发学生学习的主动性,发展学生的思维,着眼于培养学生的创造精神。设计问题要真切感人,能够触动学生的内心深处,吸引学生的注意力,促成学生学习情绪高涨,步人思维振奋状态。设计趣味性问题要注意选择恰当的趣味内容,使
The problems involved in chemistry classroom teaching are based on teaching materials on the one hand, and students on the other hand, but most of them require teachers’ reprocessing - the design of problems. In class, the teacher’s point of view, the level and the requirements directly affect the training of students’ thinking ability. Therefore, the chemistry teaching must raise different questions according to the student’s cognition level, the teaching material content, the class requirement and so on, and cultivates the students’ thinking ability in many aspects. First, the design fun issues. To stimulate students ’interest in thinking The new curriculum standard pointed out that the chemistry curriculum should start from the students’ existing life experience and allow the students to experience and understand the chemical knowledge based on the existing knowledge. The problem should be designed to cultivate students’ interest in learning as a precondition, to induce students to learn initiative, develop students’ thinking, focus on cultivating students’ creative spirit. Design issues should be touching, can touch the hearts of students, to attract students’ attention, to promote students to learn emotions, walking thinking excited state. Design fun issues should pay attention to select the appropriate content of the fun