厂办中学学生比重点中学甚至比一些普通中学学生难教。原因是学生素质差,一般无远大理想且有明显自卑感,常表现出厌学情绪。几年来,我为了激发学生学习化学的情趣在情境创设上作了尝试。使教学过程成为一种渴望以及不断探索真理的带有情绪色彩的意向活动。其收效正如著名心理学家赞可夫说的那样:“教学法一旦触及学生的情绪和意志领域,触及学生的精神需要,这种教学法就能发挥高度有效的作用。”一、情境创设的一些做法情境创造提供各种形式的刺激信息,引起理想的反应或活动的过程。在中学化学教学中我采取以下几种做法:1.生动的语言,丰富的表情譬如学生初次学习有机化学时,对有机化 The factory-run middle school students are even harder to teach than the key middle schools than some ordinary middle school students. The reason is that students are of poor quality, generally have no lofty ideals and have obvious inferiority complexes, and often show tiredness. Over the past few years, I have tried to stimulate the students’ interest in learning chemistry. Make the teaching process an emotionally intentional activity that desires and continues to explore the truth. Its effectiveness is just like what the famous psychologist Zankov said: “Once the teaching method touches the students’ emotions and wills and touches their spiritual needs, this pedagogy can play a highly effective role.” I. Situational creation Some practice scenarios create processes that provide various forms of stimuli to cause an ideal reaction or activity. In the middle school chemistry teaching, I adopt the following methods: 1. Vibrant language, rich expressions, such as when students first learn organic chemistry,