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培养思维习惯,提高思维能力,是化学教学中的一个重要任务,是素质教育的需要,是提高教学质量的关键。思维能力的训练应从思维品质的培养着手,全面且循序渐进的进行。我认为应从以下几方面着手。1 由表及里培养思维的深刻性思维的深刻性表现在对问题的深入思考与理解,对知识内在规律的掌握与应用。在化学变化中常伴随发光、发热、变色、产生气体、生成沉淀等现象,这为认识物质提供了外在的材料,使人产生感性认识。但感性认识不能解决本质问题,一种变化是否是化学变化,必须要透过现象看本质。例1,白炽灯通电时发光、发热,但没有生成新物质,不属于化学变化。化学是一门以实验为基础的学科,教师应创造条件有目的地指导学生观察实验现象,从中引出结论。例2,将 H_2通入盛有 CuO 的试管中,然后加热,现象是黑色固体
Cultivating thinking habits and improving thinking skills are an important task in chemistry teaching, a need for quality education, and a key to improving teaching quality. The training of thinking ability should begin with the cultivation of the quality of thinking and proceed in an all-round and gradual manner. I think we should start from the following aspects. 1 The profound nature of the profound thinking that is developed in the table and in the development reflects the in-depth reflection and understanding of the problem, and the mastery and application of the inherent laws of knowledge. Chemical changes often accompanied by luminescence, heat, discoloration, gas generation, precipitation, etc., which provide external materials for the understanding of the material, making people have a sensible understanding. However, perceptual knowledge cannot solve the essential problem. Whether a change is a chemical change or not depends on the nature of the phenomenon. Example 1: The incandescent lamp emits light and generates heat when it is energized, but no new substance is generated and it is not a chemical change. Chemistry is a discipline based on experiments. Teachers should create conditions to guide students to observe experimental phenomena and draw conclusions from them. Example 2: Pass H2 into a test tube containing CuO and heat it. The phenomenon is black solid.