近几年来,中学化学实验教学得到了重视,各方面工作都加强了。但是,各项实验教学要求不大落实,实验教学中走过场的情况还很严重。中学生实验的观察能力、操作技能、独立设计实验的能力都不能令人满意;实验的良好习惯、科学态度也没有很好形成。我们认为中学化学实验教学中缺乏一套较完善的实验考核制度是实验教学质量不高的一个重要原因。目前高考和大多数学校的化学实验考核都是结合在知识考查中以书面形式集中进行的,实验考题的份量也少。对学生平时实验情况的了解主要靠实验报告的批阅和实验课中的粗略了解。这种考核办法不能如实反映学生实验学习的状况,很难全面考查学生化学实验知识和技能,实验习惯和态度,也不能及时检查实验教学中各项要求的落实情况。因此,这种考核方法不能充分调动学生积极性,督促学生学好、做好平时实验。相反,有时还助长了学生平时实验“抄书写报告”,考试时“突击记现象、背步骤”的不良习惯;养成了学生只重视实验原理,实验书本知识,忽视实验实际操作的不良作风,使实验教学中“纸上谈兵”,“黑 In recent years, chemistry experiment teaching in middle schools has received attention and all aspects of work have been strengthened. However, various experimental teaching requirements are not implemented, and the situation of passing through the experiment teaching is still very serious. The observation ability, operating skills, and ability to independently design experiments of secondary school students were not satisfactory; the good habits and scientific attitudes of the experiments were not well formed. We believe that the lack of a complete set of experimental assessment system in middle school chemistry experiment teaching is an important reason for the low quality of experimental teaching. At present, the chemical examinations of the college entrance examination and most schools are combined in a written form in the knowledge examination, and the number of experimental examination questions is also small. The understanding of students’ normal experimental conditions depends mainly on the review of experimental reports and a rough understanding of experimental courses. This assessment method cannot accurately reflect the status of students’ experimental learning, it is difficult to fully examine students’ knowledge and skills in chemistry experiments, experimental habits and attitudes, and it is impossible to timely check the implementation of various requirements in experimental teaching. Therefore, this assessment method can not fully mobilize the enthusiasm of students, and urge students to learn well and do experiments in peacetime. On the contrary, it sometimes encourages students to experiment with “copying and writing reports” at ordinary times, and the “unexpected phenomenon and backstepping” habits at the time of examinations; students develop bad attitudes that focus on experimental principles, experimenting with book knowledge, and ignoring the actual operation of experiments. In the experiment teaching, “on paper”, "black