化学“分组实验”的好处自不必多说,尤其是在高考指挥棒下的实验考题得分和培养学生的科学探究素养方面功不可没。但最近笔者在教学中发现这样一个问题:学生对亲自动手做过的分组实验,记忆肤浅,收效甚微。例如,笔者曾在原电池的教学中设计了一个“氢氧燃料电池”的分组实验。个人觉得实验设计不可谓不用心:两人一组实验,精心购买的泡沫镍电极并裁剪成适当大小,自己动手焊接的音乐卡片,从物理实验室借来的干电池电源底座,不同颜色的导线、鳄鱼夹,专门配制 Chemistry “group experiment ” benefits Needless to say, especially in the college entrance examination under the baton test scores and training of students to explore scientific literacy contribution. However, I recently found in teaching such a problem: students do hands-on grouping experiments, superficial memory, with little success. For example, the author has designed a “hydrogen-oxygen fuel cell” grouping experiment in the teaching of galvanic cells. Personally think that the experimental design can not be careless: a group of two experiments, well-purchased nickel foam electrodes and cut into appropriate size, do-it-yourself music card welding, borrowed from the physical laboratory battery power base, different colors of wire, crocodile Clamps, specially formulated