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根据学生实验的目的,内容的难易和实验的繁简,学生实验大致有下列的两种情况:1.简而易懂的问题,应该先做实验,通过观察和实验进行总结。例如讲碘的物理性质时,就指导学生观察它的状态、颜色,然后再比较它和水的比重,观察它在水中溶解的情形以及在酒精中溶解的情形。通过这些观察和实验,就可以启发学生总结出碘的各种物理性质。在这种情况下,必须注意:实验前简要的介绍实验方法;实验过程中和实验后对实验进行系统的逻辑的分析。苏联教育科学院通讯院士格洛里奥卓夫曾提出了实验的逻辑分析的顺序如下:1)进行实验的目的是什么?2)那些物质参加了反应?3)在什么仪器里以及在什么情况下产生了反应?4)在实验过程中观察到了什么?怎样解释所观察到的现象?
According to the purpose of the student experiment, the difficulty of the content and the simple experiment, the student experiment roughly has the following two kinds of situations: 1. The simple and easy to understand question should be done experimentally and summarized through observation and experiment. For example, the physical properties of iodine, to guide students to observe its state, color, and then compare it with the proportion of water to observe its dissolution in water and dissolved in alcohol. Through these observations and experiments, students can be inspired to summarize the various physical properties of iodine. In this case, care must be taken: a brief introduction of the experimental method before the experiment; systematic and logical analysis of the experiment during and after the experiment. The order of the logical analysis of the experiments proposed by the Institute of Communications of the Soviet Academy of Education Glorióoff has the following sequence: 1) What is the purpose of conducting the experiment? 2) Which substances participate in the reaction? 3) In what instruments and under what circumstances The reaction? 4) What did we observe during the experiment? How to explain the observed phenomenon?