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(一) 新编的初中化学课本,在内容和安排方面都有了比较大的修改,使整个教材的逻辑性和科学系统性更趋完善了。就以物质不灭定律一课的位置来谈,旧教本将它安排在第五章。科学系统性是不够严密的,使学生在学习置换反应、分子式等内容时难以自觉地去掌握知识。而新课本把它排在原子-分子论之后,分子式、化学方程式之前,既能使前面的知识得到及时的巩固和印证,且能使学生自觉地运用原子-分子论等知识来解释所学得的新知识;同时为学习定组成定律、分子式、化学方程式等章节打好理论基础。这样既符合教学大纲的要求,又符合用理论来探讨实际,从实践来丰富和印证理论的科学原则。再就该课的内在联系来看,它较之旧教材也更全面、系统和生动得多了。本课的基本任务是:使学生认识反应物质与生成物质之间的量的关系,论证原子-分子论的正确性,并借以巩固这一理论;另一方面使他们获得对自然变化的一般规律的正确概念,从而揭发宗教有神论的反动本质。为完成上述任务,新教材首先向学生提出问题激发他们的思维活动;即就学生对化
(1) The newly edited junior high school chemistry textbook has relatively large changes in content and arrangement, which have further improved the logic and scientific systematicness of the entire textbook. In terms of the law of the law of material immortality, the old teaching books arrange it in chapter five. The systematicness of science is not rigorous enough to make it difficult for students to acquire knowledge consciously when they are learning how to replace reactions and formulas. The new textbook put it behind the atomic - molecular theory, molecular formula, chemical formula before both the previous knowledge can be consolidated and confirmed in time, and enable students to consciously use atomic - molecular theory and other knowledge to explain what they have learned New knowledge gained; at the same time, learning to determine the composition of the law, molecular formula, chemical equations and other chapters laying a good theoretical basis. This is in line with the requirements of the syllabus, but also with the theory to explore the reality, from practice to enrich and confirm the scientific principles of theory. And then the inner link of the class point of view, it is more comprehensive than the old teaching materials, systematic and much more vivid. The basic tasks of this course are to enable students to recognize the relationship between quantities of reactive substances and generated materials, demonstrate the correctness of atomic-molecular theory and thereby consolidate this theory, and on the other hand, enable them to acquire the general laws governing natural changes The correct concept of religion, thereby revealing the reactionary nature of religious theism. To accomplish these tasks, the new textbook first questions students to stimulate their thinking activities; that is,