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长期以来,中学化学教学中的实验往往是理论知识的副产品,基本上处于“照方抓药”“验证前人已经得到的结果”的状况,操作也基本停留在“不敢越雷池半步”的规范上。这样的实验仅仅为了达到学科教学目标而进行实验,教师心中没有课程意识,没有把实验教学与学生的发展联系起来。这样的实验不利于学生思维的培养,不利于学生发现和解决化学中的问题,更不利于创新思维方式的形成,不利于学生智力的发展。因而改革实验教学的方法就显得势在必行。
For a long time, the experiment in chemistry teaching in middle schools is often a by-product of theoretical knowledge. It is basically in the state of “acquiring medicine” and “examining the results that have been obtained by previous people”, and the operation has basically stayed in the “difficulties”. Lei Chi half step “” on the specification. Such experiments are only conducted in order to achieve the teaching objectives of the subject. There is no curriculum awareness in the teacher’s mind, and there is no link between experimental teaching and student development. Such an experiment is not conducive to the cultivation of students’ thinking, and it is not conducive to students discovering and solving problems in chemistry. It is also not conducive to the formation of innovative thinking, and is not conducive to the development of students’ intelligence. Therefore, it is imperative to reform experimental teaching methods.