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在学习和运用高效课堂的实践中,我认为化学高效课堂的创建应基于学情,从课堂教学内容的确定、学习环境的创建、学习资源的合理配置、课堂结构的优化、教与学的方法优化、新旧知识的安排等方面着手。一、课堂教学内容的确定每一节课的教学内容及难点不完全是由教师确定的,更准确地说是由学生的学情确定教学内容。如:在讲授有关化学式的三种简单计算时,教学难点应该是元素质量分数的计算。但是在实际教学过程中,根据化学式求每种元素的原子个数却成为教学的重点
In the practice of learning and using effective classrooms, I believe that the creation of chemically-efficient classrooms should be based on academic conditions, from the determination of classroom teaching content, the creation of learning environments, the rational allocation of learning resources, the optimization of classroom structures, and the methods of teaching and learning. The optimization, the arrangement of old and new knowledge, etc. First, determine the contents of the classroom teaching The content and difficulties of each lesson is not entirely determined by the teacher, more precisely, is determined by the student’s academic content of the teaching content. For example, when teaching three simple calculations about chemical formulas, the difficulty in teaching should be the calculation of the elemental mass fraction. However, in the actual teaching process, finding the number of atoms of each element according to the chemical formula has become the focus of teaching.