在课堂教学中,学生是主体,教师是教学过程的设计者、组织者和引导者。教师的教学活动应最大限度地调动学生的积极性、主动性和创造性,因此,创设有效的导学、自学、测评等学习方式,可以很好地优化化学课堂教学,提高教学质量。我记得曾上过这样一节化学课:在对实验室氧气制法的教学中,学生极力主张用水电解来制取氧气,而教材上是以加热高锰酸钾的方法来制取,为此师生间进行了一场争论。学生据理力争:“电解水虽然消耗大量的电能,但原料取之容易,且产物无污染, In classroom teaching, students are the main body, and teachers are the designers, organizers, and guides of the teaching process. Teachers’ teaching activities should mobilize students’ enthusiasm, initiative, and creativity to the greatest extent possible. Therefore, the creation of effective learning methods such as guidance, self-study, assessment, etc. can optimize chemistry classroom teaching and improve teaching quality. I remember having attended such a chemistry class: In the teaching of Oxygen Preparation in the laboratory, students strongly advocated the use of electrolysis to produce oxygen, and the teaching materials were prepared by heating potassium permanganate. There was an argument between teachers and students. Students arguably argue that: ”While electrolyzed water consumes a lot of electricity, raw materials are easy to take and the product is pollution-free.