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中学化学教材中引用的图与表,是对大量化学事实和实验数据进行分析、综合、归纳、整理之后,抽象概括出来的简明生动的直观教学材料。现在,教学中一般只限于用它来说明化学原理和化学实验事实,很少注意通过图表教学来培养学生的各种能力。但我们认为,图表教学不仅在“加强双基”完成中学化学教学任务中有着十分重要的意义,而且在“培养能力”方面也有着不可忽视的作用。因为,一张好的图表,它不仅反映着丰富的科学内涵,而且它的自身产生也正是科学家的智能与创造水平的高度统一。可以说,一张好的图表,(如“周期表”)是一件我们用来培养学生科学思想和科学方法的极好知识珍品。
The graphs and tables cited in the chemistry textbooks for middle schools are concise, vivid, and intuitive teaching materials abstracted and summarized after analyzing, synthesizing, summarizing, and collating a large number of chemical facts and experimental data. Currently, teaching is generally limited to using it to explain the principles of chemistry and chemical experiments. Little attention has been paid to cultivating students’ abilities through chart teaching. However, we believe that graphic teaching not only has a very important significance in the task of “enhancing dual-subject” chemistry teaching in middle schools, but also has a non-negligible role in “cultivating ability”. Because, a good chart, it not only reflects the rich scientific connotation, but its own production is also a high degree of unification of the level of intelligence and creativity of scientists. It can be said that a good chart (such as the “Periodic Table”) is an excellent knowledge treasure that we use to cultivate students’ scientific ideas and scientific methods.