一、方法一九八五年九月,经领导批准,在市区选择某中学高一年级招生录取成绩偏下的某班为实验班,进行分步探索高中化学教学过程优化模式实验。在实验前,对同一年级不同班级的化学入学成绩进行均分检验,无显著性差异。其他方面如性别比例差不多,家庭环境也差不多。经过一年实验,完成了反馈效应、教学目标和教学过程优化模式第一阶段的实验课题。本文就反馈效应在化学教学中的恰当运用,报告如下。 I. Method In September 1985, with the approval of the leaders, a class in the upper secondary school enrollment of a secondary school in the urban area was selected as an experimental class to conduct a step-by-step exploration of the high school chemistry teaching process optimization model experiment. Prior to the experiment, the scores of chemical admissions of different classes in the same grade were tested equally. There was no significant difference. In other areas such as gender, the family environment is similar. After one year of experiments, the experimental subjects of the first stage of the feedback effect, teaching goal, and optimization mode of the teaching process were completed. This article reports on the proper use of feedback effects in chemistry teaching.