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化学反应千变万化,头绪纷繁,光靠呆读死记、生搬硬套、以及沿用习惯方式去书写,势必脱离实际,谬误百出。针对学生现状:化学基础知识贫乏,基本概念模糊和分析推理能力更差等等情况,我认为在教学过程中应该根据化学反应的客观规律,对具体反应的趋向和产物进行定性的推测,可以培养学生逻辑推理的能力。本文列举几例并略加分析,仅供同志们参考。例一.一九八○年高考试题六中的
The ever-changing chemical reactions and the multitude of people’s lives are very difficult to read. For the current situation of students: poor basic knowledge of chemistry, ambiguous basic concepts, poor analytical reasoning ability, etc., I think that in the teaching process, according to the objective laws of chemical reactions, qualitative analysis of trends and products of specific reactions should be conducted. Students’ ability to reason logically. This article lists a few examples and gives a brief analysis, which is for comrades only. Example 1. In the 1980 exam