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我校学生化学分组实验,在1952年下期曾在高中班次举行过一期(分5组),效果不好。学生反映说:“分组实验,组内少数一、二人把持,我们多数人看不清楚,作了实验,不知搞了些什么?还不如老师演示实验好些,老师演示实验时,一边实验,一边讲解,既看得清楚,又容易了解。”1953年上期,分组实验停止,我强调的理由是:学校没有实验室,仪器药品又不多,过去曾经分组实验的效果又不好,于是在1953年上期,干脆就不分组实验了。去年暑假期间,仔细阅读了化学教学大纲,大纲提出了学生实验的重要性,打动了我的思想,于是在本期抱着极大的信心和决心,在全校高初中各班,普遍展开了分
Our group of students chemistry group experiment, held in the high school shift in 1952 had a period (divided into 5 groups), the effect is not good. Students said: “The group experiment, the group of a few one or two control, most of us can not see clearly, did the experiment, I do not know what to do? Not as good as the teacher demonstrates the experiment, the teacher demonstrates the experiment, while the experiment, While explaining, we can see both clearly and easily. ”In the last period of 1953, the group experiment was stopped. The reason I emphasized was: there are no laboratories in the school, and there are not many instruments and medicines. In the past, the grouping experiment did not work well. 1953 period, simply do not group experiment. During the summer vacation last year, I carefully read the chemistry syllabus. The outline put forward the importance of experimenting with students and touched my thoughts. Therefore, with great confidence and determination in this period,