教材中编入阅读内容,是为了扩大学生的科学技术眼界,丰富学生的科学技术知识,提高学生学习化学的兴趣。但在实际教学中,有些教师对这部分内容不重视,有的教师将这部分内容与规定的教学内容等同处理。这些做法都是不正确的。如果我们能很好地处理阅读内容,就可以达到既能充分体现编者的意图,又能更好地提高化学教学效果的目的。我的具体做法如下: 一、提纲、导读、讨论。一般对于容量较大且涉及问题较多的阅读教材可运用此法处理。具体步骤为:先将其中问题和重点编写成提纲,再让学生有目的地进行阅读,对理解起重要作用的关键部分要进行指点或作适当补充;对学生在阅读时出现的舍本求末现象予以及时纠正。在此基础上组织学生进行讨论。比如初中教材第13—15页的阅读内容的提纲可以写成:1.惰性气体发现史。(1)卡文迪许、雷利的实验说明什么问题?(2)以后从空气中又发现了哪些气体?2.惰性气体的应用。(1)如何利用其化学惰性?(2)在其他方面的应用。导读时可适 The reading content is included in the teaching materials to expand students’ science and technology horizons, enrich students’ scientific and technical knowledge, and increase students’ interest in learning chemistry. However, in actual teaching, some teachers do not pay attention to this part of the content, and some teachers treat this part of the content with the prescribed teaching content. None of these practices are correct. If we can deal with the content of reading well, we can achieve the purpose of fully embodying the editor’s intentions and better improving the effectiveness of chemistry teaching. My specific practices are as follows: I. Outline, introduction, and discussion. Generally speaking, this method can be used for reading materials with large capacity and many problems. The specific steps are: firstly compile the problems and priorities into outlines, and then let the students read them purposefully, and point or supplement appropriately the key parts of the understanding of the importance of the understanding; The phenomenon should be promptly corrected. On this basis, organize students to discuss. For example, the outline of readings on pages 13-15 of the junior high school textbooks can be written as: 1. History of the discovery of inert gas. (1) What are the problems with the experiments of Cavendish and Raleigh? (2) What gases were later found in the air? 2. The use of inert gases. (1) How to use its chemical inertness? (2) Application in other fields. Suitable for reading