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要学好化学,适当做些习题是很有必要的。但若毫无选择地滥做习题,不仅没有必要,而且甚至是有害的。这样做既加重了学生负担,又降低了课堂教学效率,还影响学生学习化学的积极性,使他们产生疲劳感、厌倦感。可见,面对茫茫题海,如何去粗取精、去伪存真,是化学教师在备课时必须考虑的一个问题。在多年教学实践中,笔者遇到过不少不规范习题,现将其中印象较深的归纳为如下几类,供同行参考。一、猜测型有些元素或物质推断题,题意宽泛而不确切,给人以丈二和尚摸不着头脑之感,没有解题突破口,也谈不上有什么思维逻辑性,只有用一些元素或物质去试,试着了是运气,试不着则是白白浪费时间。这类猜测型推断题只能将学生引入迷茫和歧途,不做也罢。
To learn chemistry, appropriate exercises are necessary. But indiscriminate use of exercises is not only unnecessary but also harmful. This not only aggravates the burden on students, but also reduces the efficiency of classroom teaching. It also affects the enthusiasm of students in learning chemistry and makes them feel tired and bored. Can be seen in the face of vast sea, how to go crude, to pseudo-true, is a chemical teacher in preparing lessons must be considered a problem. In many years of teaching practice, I have encountered many irregular exercises, now one of the more deeply summarized as the following categories for peer reference. First, speculation Some of the elements or matter inference questions, questions broad and not precise, gives Zhangzhang monk scratching his head feeling, there is no problem-solving breakthroughs, nor is there any logical thinking, only with some elements or substances Try, try is luck, try it out is a waste of time. Such speculation-based inference questions can only be introduced to students confused and astray, not worth mentioning.