如何进行有效的实验教学,关系到化学学科的教学质量和教学效率。然而,在实验教学中,目前还广泛存在一些与新课程理念不协调的低效甚至无效的行为,导致学生对实验的兴趣下降或只是停留在“好玩”等初级认知阶段。基于此,本人通过对当前实验教学现状的分析,提出了一些改进的具体办法。1.化学实验教学低效行为原因分析目前化学实验教学低效或无效的的行为,主要有以下几种情形:(1)不做实验讲实验。一是用“说实验”进行实验教学,这类教师常常是一支粉笔、一张嘴,从头讲到尾,只要学生能背现象,会写反应就行。二是老师主观上不重视,怕麻烦,只要 How to conduct effective experimental teaching is related to the teaching quality and teaching efficiency of chemistry subjects. However, in the experimental teaching, there are still some inefficient or even ineffective behaviors that are inconsistent with the concept of the new curriculum, which leads to students’ interest in the experiment is reduced or just stay in the primary stage of cognition such as “fun”. Based on this, I have proposed some specific measures for improvement by analyzing the current status of experimental teaching. 1. Analysis of the reasons for the inefficient behavior of chemical experiment teaching The current ineffective or ineffective behavior of chemical experiment teaching mainly includes the following situations: (1) Do not do experiments to speak experiments. One is to use “say experiments” to conduct experimental teaching. Such teachers are often chalks and mouths. From the beginning to the end, as long as students can back off, they will write responses. The second is that the teacher does not pay attention to subjectively, afraid of trouble, as long as