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近两年来,以二氧化碳知识点为切入点设 计探究型试题已成为中考命题的热点之一,此 类题往往从实验或学生身边化学问题情景入手 进行命题,试题形式新颖、灵活、不拘一格,要求 学生在掌握CO2的基本性质的基础上,运用分 析联想、对比、甑别整合等逻辑思维方法进行答 近两年来,以二氧化碳知识点为切入点设 计探究型试题已成为中考命题的热点之一,此 类题往往从实验或学生身边化学问题情景入手 进行命题,试题形式新颖、灵活、不拘一格,要求 学生在掌握CO2的基本性质的基础上,运用分 析联想、对比、甑别整合等逻辑思维方法进行答
In the past two years, designing inquiries with carbon dioxide knowledge as the entry point has become one of the hot topics in the examination. Such questions are often initiated from experiments or chemical problems around the students. Propositions are novel, flexible, and non-exclusive. Students are required to master the basic nature of CO2 and use logical thinking methods such as analysis and association, comparison, and screening to answer questions. In the past two years, it has become one of the hottest topics in the examination proposition that using carbon dioxide knowledge as an entry point to design inquiry questions. Such questions often start from the experiment or the chemistry problems around the students. Propositions are novel, flexible, and unconstrained. Students are required to use the logic of CO2 analysis to apply logics such as analysis, comparison, and screening. Thinking method to answer