比喻就是“打比方”。即两种不同性质的事物,彼此有相似点,便用一种事物来比方另一种事物的一种修辞格。化学教学中,通俗而贴切的比喻,能有效地降低学生的认知难度,产生化难为易、变抽象为形象的神奇功效。一、借助比喻建立概念建立概念常用的方法有实验、迁移、归纳、对比等,在执教“溶解度”的过程中,笔者曾进行过借助比喻建立概念的尝试。首先,以体育运动员短跑打比方:如何衡量一批短跑运动员的运动成绩?(生:看运动员跑完规定赛程所需的时间)怎样使这一时间能够准确衡量出运动员的真实实力?(生:在同一比赛场地,跑相同的赛程,每位运动员都充分地发挥自己的水平……)接着,将学生的思维引向溶解能力的衡量上:通 Metaphor is “play like the side ”. That is, two kinds of things of different nature, which are similar to each other, use one thing as a rhetoric of another. In chemistry teaching, the popular and appropriate metaphor can effectively reduce the students’ cognitive difficulty and produce the miraculous effect of making life difficult and changing to abstract. First, the use of metaphor to establish the concept of the concept of the establishment of a common method of experiment, migration, induction, contrast, etc., coaching “solubility ” in the process, I have done with metaphor to establish the concept of trying. First of all, with the sprint of athletes as an example: How to measure the performance of a group of sprinters? (Students: See how long the athletes need to finish the required schedule) How to make this time accurately measure the athletes’ In the same venue, running the same schedule, each athlete fully play their own level ...) Then, the students’ thinking to the measurement of solvency: pass