研究一下高中化学教材将会发现,有些知识虽在高一讲授,但它的运用却一直贯穿到高三,如摩尔;有些知识在高二讲授,却要运用它回头解释高一甚或初中的一些化学问题。同时,又延伸到高三有机化学中,如勒沙特列原理。可见,为要完成既传授知识又培养能力的教学任务,就要对教学进行立体式设计,即在教学中有计划、有步骤地将教材中那些间隔若干章、节,而实则具有内在联系的知识串联成一体,明确每一堂课的直接教学目的要求是什么,与后续课相关联的间接教学目的要求又是什么,同时理顺递进升级的梯度,通过关键点将知识内容网络化。在教学中,以一条能够把教材知识的逻辑程序跟课堂教学的讲授程序融为一体的教学主线贯穿高中化学教学。 A study of senior high school chemistry textbooks will reveal that although some knowledge is taught in high school, its use has always been through the third year, such as Moore; some knowledge is taught in high school, but it is necessary to use it to explain some of the chemical problems of Gao Yizhi or junior high school. . At the same time, it also extends to high-third organic chemistry, such as the principle of Le Chatelier. It can be seen that in order to complete the teaching task of imparting knowledge and cultivating competence, it is necessary to carry out a three-dimensional design of teaching, that is, there are several chapters and festivals in teaching materials that are planned and step-by-step, but actually have internal relations. The knowledge is cascaded into one, defining what the direct teaching objectives of each lesson are, what are the indirect teaching purposes associated with the subsequent lessons, and the gradients of progressive upgrades are straightened out, and the knowledge content is networked through key points. In teaching, the main line of teaching that integrates the logic program of the teaching material knowledge with the teaching process of the classroom teaching runs through the high school chemistry teaching.