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化学实验探究性学习是一种积极的学习化学知识、技能和方法的过程,在现代化学教学中已经受到越来越多的重视,但是却出现某些课堂为了探究而探究,看似充满了实验探究、热闹喧哗,实际教学效果却并不理想.在化学探究过程如何使学生能将实验探究中习得的经验性、感性知识提炼、分析、归纳进而形成上位概念,这个过程中教师发挥着重大的作用.笔者以《化学必修2》(人教版)第二章化学反应与能量第二节原电池的教学过程为例.
Chemistry Experiments Inquiry Learning is a positive process of learning chemistry knowledge, skills and methods. It has received more and more attention in modern chemistry teaching. However, some classes appear to explore for inquiry and appear to be full of experiments Exploration, lively noisy, the actual teaching effect is not ideal in the chemical exploration process how to enable students to experiment in the acquisition of empirical, perceptual knowledge extraction, analysis, and then form a superordinate concept, the process of teachers play a significant Of the role of the author of “Chemistry 2” (PEP) Chapter chemical reaction and energy section 2 of the original battery teaching process as an example.