目前的化学实验偏重于学生操作技能的训练,忽视了智力技能的培养,制约了学生实验能力的提高。针对上述问题,笔者运用设疑探索改革实验教学,取得了良好的效果。设疑探索基本形式为:正确设疑——自主设计——引导探索——寻求结论。 一、创设问题情境激发学生探究动机 教师在组织学生实验前,应根据教学目的、学校实验条件及学生的知识结构,明确提出实验课要解决的问题,以激发学生探索的动机,调动学生的实验兴趣。为此,教师提出的问题要清晰明确,难度适宜,具有针对性和启发性,且要面向全体学生。如对“硫酸铜晶体结晶水含量 The current chemistry experiment emphasizes the training of students’ operating skills, ignoring the cultivation of intellectual skills, and restricting the improvement of students’ experimental ability. In view of the above problems, the author used the questioning exploration to reform experimental teaching and achieved good results. The basic form of questioning and exploration is: correctly questioning—individual design—guide exploration—finding a conclusion. First, create a problem situation to motivate students to explore motivation. Before organizing student experiments, teachers should clearly propose problems to be solved in the experimental class according to the purpose of teaching, the experimental conditions of the school, and the students’ knowledge structure in order to stimulate students’ motivation for exploration and mobilize their experiments. interest. To this end, the questions raised by the teachers should be clear and specific, and the difficulty should be appropriate. They should be targeted and inspiring, and should be open to all students. For "crystal water content of copper sulfate crystals