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实验教学是高中化学的重中之重。宏观来看,似乎存在着两种实验:一是演示实验,二是学生实验。不同的实验方式实验思路自然是不一样的,这样的实验方式划分结果是清晰的,但容易忽视一个问题:在这样的划分当中,学生的主体地位如何体现?如果忽视了这一问题,其后果可能是不妙的。笔者发现,化学实验即使经过了教师的精心设计,且教师对实验的过程进行了精确的指导,对实验的现象进行了准确的描述,但学生在练习尤其是考试过程中仍然不能很好地对实验过程与结果进行描述,更令人沮丧的是相当一部分学生在遇到实
Experimental teaching is the top priority of high school chemistry. From a macro point of view, there seem to exist two kinds of experiments: one is demonstration experiment and the other is student experiment. Different experimental ways of thinking experiment naturally is not the same, the experimental results of this division is clear, but easily overlooked a question: in such a division, the student’s subjective position how to reflect? If you ignore this problem, the consequences It may not be good. The author found that even after the chemistry experiment has been carefully designed by the teachers and the teachers have conducted accurate guidance on the experimental process, the phenomenon of the experiment has been accurately described, but the students are still not able to practice well Experimental process and results described, even more frustrating is that a considerable number of students in the face of reality