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随着教学改革的深入,学生作为教学主体的地位越发突出,为此在上高二《铝及其化合物》的时候,尝试通过教学互动促进学生学习的兴趣,采用师生互动、生生互动、学生与外部媒介互动等多种形式落实教学内容。教学场景一:上课开始后,结合生活中常见铝及铝制品,提问你知道铝的熔沸点是高是低?铝的密度是大是小?通过学生小组相互交流,让学生归纳总结铝的物理性质。讨论中有的同学提出铝的熔点应该比较高,有的同
With the deepening of the teaching reform, students become more prominent as the main body of teaching. Therefore, in the process of teaching “Al and its compounds”, the author tries to promote the students’ interest in learning through the interaction of teachers and students. The interaction between students and students, students and students External media interaction and other forms of implementation of teaching content. Scenario 1: After the beginning of the class, combined with the common aluminum and aluminum products in life, ask: Do you know the melting point of aluminum is high and low? The density of aluminum is large and small? Through student groups to communicate with each other, let students summarize the physical nature. Some students discussed the melting point of aluminum proposed should be relatively high, some of the same