实验是化学探究的一种重要手段,也是提高学生动手能力,了解化学学科特点和掌握化学学科体系的重要途径。初三的学生已经掌握了用简单的仪器和药品进行实验的基本方法,对探究性学习也有了初步的体验。高一的学生对化学实验依然充满热情,保持着动手实验的强烈愿望。但是,笔者在高中课改后近十年的教学中发现,学生基本可以设计验证类实验方案或制备实验方案,但是在设计探究类实验时普遍不得法。笔者经过长期调查学生与观察部分高中化学教师的课堂教学,发现 Experiments are an important means of chemical exploration, but also an important way to improve students’ practical ability, understand the characteristics of chemistry and master the discipline system of chemistry. The first three students have mastered the basic methods of experimenting with simple instruments and medicines, and also have a preliminary experience of inquiry learning. The freshman students are still passionate about chemistry experiments and have maintained their strong desire to experiment. However, in the teaching of nearly ten years after the high school curriculum reform, the author found that students can basically design verification programs or preparation of experimental programs, but generally can not do anything in designing exploration experiments. The author after long-term investigation of students and observe part of the high school chemistry teacher’s classroom teaching and found