受学生认识水平的限制,中学化学教学常会遇到科学性和学生知识结构之间的矛盾,本文就个人教学实践,谈谈如何处理这一问题。一、依据学生的认识规律传授新知识学生掌握知识的过程,与人们认识事物的规律一样,也是由感性到理性、由表及里、由浅入深的。因此,中学化学课本中介绍的许多理论问题只能是初步的、粗浅的。如原子结构。高中只定性地给出电子云的初步概念,而不介绍波函数和量子数,这是符合可接受和循序渐进教学原则的,因此,教师在传授这些知识时,切忌为单纯追求科学性、严密性而将课本内容拓宽深化。再如反应的活化能、络 Due to the limitation of students’ understanding level, chemistry teaching in middle school often encounters the contradiction between science and students’ knowledge structure. This article will talk about how to deal with this problem in terms of personal teaching practice. First, according to the students’ understanding of the law to impart new knowledge Students master the process of knowledge, and people understand the rules of the same thing, but also from the emotional to rational, from the surface to the inside, from shallow to deep. Therefore, many of the theoretical issues introduced in chemistry textbooks in middle schools can only be preliminary and superficial. Such as atomic structure. High school only qualitatively gives the preliminary concept of an electronic cloud, and does not introduce wave functions and quantum numbers. This is in line with the principle of acceptable and gradual teaching. Therefore, when teachers impart such knowledge, they should not pursue science and rigor. The content of textbooks will be broadened and deepened. Another example is the activation energy of the reaction.