在高中化学教学过程中使用预留空间教学法可以让学生在探究科学现象的过程中,获取、体会和综合应用所学的化学科学知识.一、预留足够的思维空间.在即将传授的新知识点中,培育学生的探索思想观及终身捕获知识的技能校园教育是在特定的时间和特定的空间中所架构出的学习环境中进行的,教师通过主观设计教学空间,来架构学生综合思维的环境,从而使学生引入探究概念并逐渐完善探究意识.爱因斯坦曾说:提出一个问题,往往比解决一个问题更重要.因此教师需要主观设计一个预留给学生足够的思维空间的最佳教学空间,用以培育和激发学生的思维能动力,促成学生求知欲望的扩展,这也是我们在构建教学策略的关键点.例如,苏教版化学教学中,可以采用以下的教学策略,讲课中先给学生架构一个大体的知识框架,然后通过专题探讨,习题研讨和实验探究来分化知识体系结 The use of reserved space in high school chemistry teaching method can allow students to acquire, experience and comprehensive application of the knowledge of chemical science in the process of exploring the phenomenon of science.First, reserve enough space for thinking in the forthcoming new Knowledge points, to cultivate students’ exploration of ideas and skills to capture knowledge of life Campus education is carried out in a specific time and space within the framework of the learning environment, teachers through the subjective design of teaching space, to structure the students thinking Einstein once said: To ask a question is often more important than solving a question, so teachers need to subjectively design a space that is reserved for students to have the best thinking space Teaching space, to cultivate and inspire students ’thinking power, to promote the expansion of students’ desire for knowledge, which is also the key point of our teaching strategy.For example, the Soviet version of chemistry teaching, you can use the following teaching strategies, lectures First give students a general framework of knowledge, and then through the topic of discussion, exercises and experimental research to explore Knowledge architectures