初中化学教学中,学生实验是一个极为重要的组成部分。学生在实验中的一些违规行为也令教师比较头疼,面对这处难以“绝迹”的实验违规行为,不同的教师采取了不同的策略。其中,最为常见的是制定化学实验行为违规处理办法之类的规定,从制度上进行约束。但这样做的效果到底怎样,这样的行为是否科学,应当引起化学教师的思考。笔者以为,化学实验中的违规行为可以分为两种情形:一种是有主观上的随意甚至是恶意;二是主观上的无意。前者应当通过制度来约束(事实上这种情形极少),通过实验指导来杜绝随意;而对于无意导致的违规,则需要研究学生的心理因素,也只有 Junior high school chemistry teaching, student experiment is an extremely important part. Teachers in the experiment some of the irregularities also make teachers more headaches, in the face of this difficult to “extinct” experimental violations, different teachers have taken a different strategy. Among them, the most common is to formulate chemical experiment behavior violations such as the provisions of the regulations from the system constraints. But in the end how the effect of doing so, whether such behavior is science, should lead chemistry teachers to think. In my opinion, the irregularities in chemical experiments can be divided into two situations: one is subjectively arbitrary or even malicious; the other is subjectively unintentional. The former should be bound by the system (in fact, this situation is very rare), through experimental guidance to eliminate random; and for unintentional violations, you need to study the psychological factors of students, only