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在化学新课程理念指引下,教学的任何一个环节都不容忽视,作业作为教学效果评价的重要环节,一直被看成是课堂教学的延伸和反馈,是课堂教育的有益补充。但是,长期以来,由于应试教育等因素的影响,大多数教师在布置作业时忽略学生的认知和个性差异,只是片面追求化学知识的巩固,作业形式单一,习题多有机械地重复,量大质粗。这样的作业,容易让学生产生厌烦和倦怠的情绪,久而久之对写化学作业失去兴趣,敷衍了事,不求甚解,甚至出现抄袭或
Under the guidance of the new chemistry curriculum concept, teaching can not be ignored in any aspect. Homework, as an important part of the evaluation of teaching effectiveness, has been regarded as an extension and feedback of classroom teaching and is a useful complement to classroom education. However, for a long time, due to the influence of exam-oriented education and other factors, most teachers neglect their cognition and individual differences in homework assignments. They only pursue the consolidation of chemical knowledge one-sidedly, the single operation form, the repetition of exercises more mechanically, Quality coarse. This kind of homework makes it easy for students to get bored and tired of emotions. Over time, they lose interest in writing chemistry,