DJY由于化学世界中物质变化的多样性、复杂性,物质性质学习的阶段性和理论理解的有限性,学生在学习过程中认识能力的差异性以及随着科学知识的不断发展和学生思维的空前活跃等因素,化学课堂教学的随机性和偶然性大大增加。例如:课堂演示实验失败或出现异常,学生突然发问超出所 Due to the diversity and complexity of the material changes in the chemical world, the stage of the study of material properties and the limited understanding of the theory, DJY’s ability to recognize students in the learning process and the continuous development of scientific knowledge and unprecedented student thinking With such factors as being active, the randomness and contingency of chemistry classroom teaching have greatly increased. For example: The classroom demonstration experiment failed or abnormal, the student suddenly asked questions beyond