一、适当增加课堂演示实验“绪言”中讲化学变化过程常伴随发生放热、发光、变色,、出气体、生成沉淀等现象,而未安排实验。学生刚学化学,对此难于理解。我们增作了生石灰加水发热、三氯化铁加硫氰钾溶液变色等实验,解决了这一难点。在某些章节,学生学了某一化学原理后,我们增作类似反应的实验。如演示锌跟稀硫酸作用制氢气后,再增作镁、铁跟盐酸反应得氢气的实验,教学生去如何迁移知识。在演示某些实验或讲某些物质性质时,注意趣味性。例如讲浓硫酸脱水性时,我们增作了“魔术炭”实验。这样,既集中了注意力,又激 First, appropriate to increase the classroom demonstration experiment “Introduction” stresses chemical changes often accompanied by exothermic, luminescence, discoloration, gas, generate precipitation and other phenomena, but did not arrange experiments. Students just learn chemistry, which is difficult to understand. We added raw lime plus water fever, ferric chloride plus potassium thiocyanate solution discoloration and other experiments to solve this problem. In some chapters, students learn a chemical principle, we add similar reaction experiments. Such as demonstrating the role of zinc with dilute sulfuric acid hydrogen system, and then add magnesium, iron and hydrochloric acid hydrogen reaction experiments, to teach students how to migrate knowledge. Pay attention to fun when demonstrating certain experiments or speaking about certain material properties. For example, concentrated sulfuric acid dehydration, we added the “magic charcoal” experiment. In this way, both focus and excitement