快乐课堂:生成教学资源的策略

• 作 者: 徐永琴
• 机 构: 上海市嘉定区苏民学校,
• 出 处: 新课程(综合版)
• 发表日期: 2014年09期
• 关键词: 化学实验课 教师示范 学习过程 紫色石蕊试液 二期课改 初中化学 试剂瓶 综合应用知识 思维能力 小组讨论

化学是一门以实验为基础的基础科学,尤其是二期课改以来,化学新教材上的安排更加体现了素质教育的要求。而现在的学生实验,大多以教师示范、学生模仿为主,久而久之,化学实验课就变成了讲解后的实际操作,缺乏灵动,缺少了学生自己的探究,学习过程中的幸福感、成就感就会慢慢消减。为此,我从以下几个方面入手:一、巧用学生实验操作生成的教学资源在学生实验前,教师都会做充分的准备,但是往往由于试剂用量、仪器使用等原因会

Chemistry is an experiment-based basic science. Especially since the second-class curriculum reform, the arrangements on the new chemistry textbook more reflect the requirements of quality education. Nowadays, most of the student experiments are mainly teacher demonstration and student imitation. In the course of time, the chemistry experiment class becomes an actual operation after explanation. Lack of cleverness, lack of student’s own inquiry, happiness in learning process, sense of accomplishment Will gradually reduce. To this end, I started from the following aspects: First, the use of experimental teaching students generated teaching resources Students will be fully prepared before the experiment, but often due to reagent usage, equipment and other reasons will be