任何创造都起源于发散想象之中。在化学教学中教师如能善于抓住发散点,安排一些促进学生发散思维的环境,将会收到事半功倍的效果。我认为中学化学教学的发散方式一般有:(一)以条件为基点要求学生改变题目中的一个条件,设想出各种可能的结果。如教完原子结构和元素周期律时出示如下的思考题:“A微粒的原于核外有2个稳定结构的电子层,不显电性。”先要求学生推出微粒的名称,而后让学生思索,任意改变其中一个条 Any creation originates from a divergent imagination. In chemistry teaching, if teachers are good at seizing the divergence points and arranging some environments to promote students’ divergent thinking, they will have a multiplier effect. In my opinion, the divergence of chemistry teaching in middle schools generally includes the following: (1) Asking students to change one of the conditions in the subject on the basis of conditions, and conceiving all possible outcomes. If we teach the atomic structure and the elemental periodicity law, we should present the following questions: “The original particle of A particle has two stable electronic layers outside the nucleus, and it is not electron-inducible.” Students are asked to introduce the name of the particle, and then the student is asked to Think about it, change one of the bars