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化学知识的掌握,包括物质与化学反应等具体知识的积累,以及化学观念与概念方面思维的发展。在教学过程中,两者同时进行并相互制约。具体知识的积累扩大并发展了思维,在其中引入了新的对象,并使之能作出更为正确、清晰与广泛的概括与结论。思维的发展又能促进对化学现象的更深刻而自觉的领会。二者之间存在着相互联系与依赖。如缺乏具体的观念与概念,则思维不能导致正确的判断与结论,而思考的不足则削弱对化学现象的真正领会与理解。因此,教师在进行化学教学时,遇到两个问题:使学生得到有关化学事实的具体知识素养,并发展学生在化学概念与观念方面的思维力。这两个问题在化学教学过程中有着同样的意义,如仅解决其中之一,则学生的知识尚
Grasp of chemical knowledge, including the accumulation of specific knowledge of matter and chemical reactions, as well as the development of thinking in terms of chemical concepts and concepts. In the process of teaching, the two are carried out simultaneously and restrict each other. The accumulation of specific knowledge expands and develops thinking, introducing new objects into it and enabling it to make more accurate, clear and extensive generalizations and conclusions. The development of thinking can in turn promote a more profound and conscious understanding of chemical phenomena. Between the two there is mutual contact and dependence. In the absence of specific concepts and concepts, thinking can not lead to correct judgments and conclusions, while inadequate thinking weakens the true understanding and understanding of chemical phenomena. As a result, teachers face two problems when teaching chemistry: getting students to acquire specific knowledge about chemistry, and developing students’ ability to think in chemistry concepts and concepts. These two problems have the same meaning in chemistry teaching process. If only one of them is solved, then the students’ knowledge