学生的思维活动由疑问而起,教学过程中通过创设问题情境,引发学生思维活动,激发探究欲望,使其产生认知冲突,继而提出问题、思考问题、分析问题和解决问题,由此培养学生的探究能力和知识迁移能力,实现有效教学。一、以实验为载体,创设问题情境化学实验是高中化学教学的重要手段之一。教师需认真研究教材实验,充分挖掘教材实验资源来创设问题情境。例如,第三章第三节“盐类水解”的教学过程。上课开始,我创设了以下两个问题:(1)NaCl、C_5H_8NO_4Na、Na_2CO_3、NaHCO_3均属于盐类,可是用途却大不一样,前两者可以用于调味,而后两者却用于清洗 Students ’thinking activities start from doubt. In the process of teaching, they create students’ thinking situations by stimulating their thinking activities, stimulating the desire for inquiry, causing cognitive conflicts, and then asking questions, thinking questions, analyzing problems and solving problems, so as to train students The ability of inquiry and knowledge transfer, to achieve effective teaching. First, the experiment as a carrier, creating problems Situational chemistry experiment is an important means of high school chemistry teaching. Teachers should carefully study textbook experiment, fully exploit the experimental resources of textbooks to create problem situations. For example, Chapter III, Section III, “Salt hydrolysis” teaching process. At the beginning of class, I created the following two questions: (1) NaCl, C_5H_8NO_4Na, Na_2CO_3, NaHCO_3 are all salts, but their uses are quite different. The former two can be used for seasoning, and the latter two are used for cleaning