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在化学实验教学中,我们经常看到不同的教师用同样的实验来教学,其效果却大不相同。有的实验,学生看了或做了,时过境迁,印象消失,没有产生多大的效果；有的实验,不仅使学生对化学产生浓厚的兴趣,而且逐渐成为他们学习化学的主要动力。为什么同样内容的实验教学会产生不同的效果呢?虽然原因是多方面的,但从教师的角度来看,主要取决于在实验教学过程中是否充分发挥了教师的指导作用。正确的指导能使学生集中注意、深入思考、发展思维能力、迅速掌握实验操作要领,并能逐渐养成进行化学实验研究所必需的科学态度和方法,总结了化学实验教学中教师的指导作用。
In chemistry experiment teaching, we often see different teachers teaching with the same experiment, the effect is very different. Some experiments, students read or did, the passage of time, the impression disappeared, did not produce much effect; some experiments, not only students have a strong interest in chemistry, but also gradually become their main motivation to learn chemistry. Why does experiment teaching with the same content have different effects? Although the reasons are many, from a teacher’s point of view, it mainly depends on whether teachers’ guidance has been fully exerted in the process of experimental teaching. Proper guidance can make students concentrate, think deeply, develop thinking ability, quickly grasp the essentials of experiment operation, and can gradually develop the necessary scientific attitudes and methods for carrying out chemical experiment research, and sum up the guidance of teachers in chemistry experiment teaching.