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在一氧化碳的性质中,CO的还原性是比较重要的性质,特别是它与H2还原CuO、C还原CuO这两个反应由于反应条件不同,生成物不同,物质本身性质不同,导致实验装置有一些差别。以往教学这节课时,我通常是采用直接做CO还原CuO的实验,并提出一些问题来让学生对比它与其他两个还原实验的不同。这种方法比较直观,学生在实验前却没有自主思考的余地,是纯接受性的学习,虽然有一定的印象,但并没有起到培养学生的对比思维、自己分析问题的能力。为了解决这个问题,充分体现新课标关于培养学生探究思维的理念,我将这堂课稍作改进,其具体教学过程如下:
In the nature of carbon monoxide, the reducibility of CO is more important. In particular, the two reactions of reducing CuO and reducing CuO with H2 are different due to the different reaction conditions, different products and different properties of the substances themselves, resulting in some experimental devices difference. When teaching this class in the past, I usually used the experiment of directly doing CO to reduce CuO, and put forward some questions to make students compare with the other two reduction experiments. This method is more intuitive. Students have no room for independent thinking before the experiment and are purely accepted. Although they have some impression, they do not have the ability to cultivate students’ comparative thinking and analyze their own problems. In order to solve this problem and fully embody the idea of cultivating students’ thinking in the New Curriculum Standards, I made a slight improvement on this lesson. The specific teaching process is as follows: