长期以来,人们对课堂教学的有效性,在理论上和实践上作了很多的探索,取得了不少成绩。但在复习课的教学中,教学方式单一,浅于学、苦于学、倦于学、厌于学的现象普遍存在。如何把问题优化教学策略引进中学化学复习中,是摆在广大化学教师面前亟待思考的问题。一、有效备课策略要使复习达到预期目标,实施有效教学,离不开科学备课。美国著名的教育心理学家奥苏伯尔有一段经典的论述:"影响学习的唯一最重要的因素就是学生已经知道了什么, For a long time, people have made many explorations on the effectiveness of classroom teaching in both theory and practice, and have scored many achievements. However, in the teaching of the review class, the teaching methods are single, and the phenomena of being shallow in learning, suffering from learning, being tired from learning, and ignoring learning are widespread. How to introduce problem-optimizing teaching strategies into the middle school chemistry review is an issue that needs to be considered before the majority of chemistry teachers. First, the effective preparation of class strategies to review to achieve the desired goals, the implementation of effective teaching, science can not do without lesson preparation. Ausubel, a well-known educational psychologist in the United States, has a classic exposition: “The only single most important factor affecting learning is what students already know.