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一、按照知识的逻辑关系组织教材我在化学教学中,将教材进行合理的组织,使其具有启发性,便于激发学生积极思维,培养学生判断和推理能力。例如,讲“葡萄糖的性质和结构”,可将先结论后演示的“陈述性”教材,改组成“启发性”的教材,程序如下。首先让学生实验,并做填空练习:1.葡萄糖溶液加入新制 Cu(OH)_2碱性悬浊液中形成____色溶液,则证明含有____。再加热又产生____色沉淀,则证明含有____。2.根据葡萄糖与乙酸酐反应生成葡萄糖五乙酸酯[C_6H_7O(OCOCH_3)_5],则证明1分子葡萄糖共含有____。
First, in accordance with the logic of the knowledge organization of teaching materials In the chemistry teaching, I will organize the teaching materials to be reasonable, so that it is instructive, it is easy to stimulate students’ positive thinking, and cultivate students’ judgment and reasoning ability. For example, the “nature and structure of glucose” can be used to modify the “declarative” teaching materials that are presented after the conclusion to be “inspiring”. The procedure is as follows. First let the students experiment and fill in the blanks: 1. The glucose solution is added to the fresh Cu(OH)2 basic suspension to form a ____ color solution, which proves to contain ____. Reheating produces a ____ color precipitate, which proves to contain ____. 2. According to glucose and acetic anhydride reaction glucose pentaacetate [C_6H_7O (OCOCH_3) _5], it is proved that 1 molecule glucose contains ____.