论文部分内容阅读
一、从教学效果看化学教学存在的问题。目前中学化学教学,在教学效果方面,可以看出以下几种比较普遍的现象:1.学生对化学基本理论一般理解不深透,掌握不牢固。例如:有些学生对原子——分子论不能完全理解,他们分不清原子和分子的界限,应用时常常混淆不清。有的学生不能分辨“水分子是由一个氢气分子和一个氧原子组成的”这句话错在那里,也不能解释这样说法为什么不对。有些学生对化学方程式的实际意义不了解,在解答问题时,只满足于化学方程式的平衡,而不考虑这种反应在实际上是不是会发生。因此,他们有的把一些实际上并不存在的反应式,如Cu+2HCl=CuCl_2+H_2↑或Pb+2HNO_3=Pb(NO_3)_2
First, from the teaching effect of chemistry teaching problems. At present, chemistry teaching in middle schools can be seen in the following aspects of teaching effects: 1. Students generally do not understand the basic theory of chemistry, and they are not well-understood. For example, some students do not fully understand atomic-molecular theory. They cannot distinguish between the boundaries of atoms and molecules and are often confused when applied. Some students cannot tell whether the phrase “water molecules are made up of a hydrogen molecule and an oxygen atom” is wrong there, and it cannot be explained why this statement is wrong. Some students do not understand the actual meaning of the chemical equations. When answering questions, they are only satisfied with the balance of the chemical equations, regardless of whether this reaction will actually occur. Therefore, some of them put some reaction formulas that do not actually exist, such as Cu+2HCl=CuCl_2+H_2↑ or Pb+2HNO_3=Pb(NO_3)_2