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对初中化学教学的分化点有各种看法,有的同志认为按知识体系可分三个分化点,也有的同志说有五个分化点,还有的同志认为应按知识和能力两个方面找分化点。应该如何看待分化点的问题,确是值得探讨的。它是固定不变的吗?它一定是教材的难点吗?它是否因为学生基础不同,教师教法不同而有所变化?采用哪些有效措施,可以避免分化?欢迎大家运用教育理论结合教学实践阐述自己的看法。
There are various opinions on the differentiation of chemistry teaching in junior middle schools. Some comrades believe that according to the knowledge system can be divided into three differentiation points, and some comrades say that there are five differentiation points, and some comrades believe that knowledge and ability should be found in two aspects. Differentiation points. How to treat the issue of differentiation is really worth exploring. Is it fixed or not? Is it necessarily a difficult teaching material? Is it due to a difference in the student’s basics and teacher’s teaching methods? Which effective measures can be adopted to avoid differentiation? Welcome everyone to use education theory to explain teaching practice. Your own opinion.