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在化学教学中,指导学生理解学习过程,有利于充分发挥学生的主体作用,创造条件促使他们独立思考,通过自己的努力去获取知识和技能,并达到培养能力、发展智力的目的。现以高二化学“电解质溶液”一章教材为例,介绍一些做法。1.需要熟记与不必死记学习过程难免需要记忆。但是,要记什么,怎样记忆,才能取得比较理想的效果,教师应当向学生说明:哪些内容一定要熟记,哪些内容则不必死记。尽量减轻学生的记忆负担。例如关于弱电解质,常见的弱酸(如碳酸、亚硫酸、醋酸、氢硫酸、氢氟酸、氢氰酸等)和弱碱(如氨水、氢氧化铝等)是必须记住的。但又不必死记。例如对于弱酸可以认为:除了三大强酸(盐酸、硫酸、硝酸)外,
In chemistry teaching, instructing students to understand the learning process is conducive to giving full play to the main role of students, creating conditions to encourage them to think independently, to gain knowledge and skills through their own efforts, and to achieve the purpose of cultivating and developing intelligence. The teaching materials in the chapter “Electrolyte Solution” for the second year of Chemistry are used as examples to introduce some practices. 1. The need to memorize and remember the process of learning does not necessarily need to remember. However, to remember what to remember and how to remember it, we can get a more ideal result. Teachers should explain to the students what contents must be memorized and what should not be memorized. Minimize students’ memory burden. For weak electrolytes, for example, common weak acids (such as carbonic acid, sulfurous acid, acetic acid, hydrosulfuric acid, hydrofluoric acid, hydrocyanic acid, etc.) and weak bases (such as ammonia, aluminum hydroxide, etc.) must be remembered. But do not have to remember. For example, weak acid can be considered as follows: In addition to the three strong acids (hydrochloric acid, sulfuric acid, and nitric acid),