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教师在教学中可挖掘教材,创设实验情境,培养学生分析现象、提出问题进而设计实验进行验证的实验探究能力。如,在学习人教版初中化学上册33面检验氧气的实验中,创设实验情境:用带火星的木条伸入刚集满氧气的集气瓶内,木条复燃,盖好集气瓶。过一会儿,再用带火星木条伸入瓶内,木条仍然复燃。重复以上操作多次,直到木条不复燃。据此现象,你能得出什么结论或提出什么问题?从以上实验现象可以分析,并不是只有纯净的氧气才能使带火星的木条复燃,氧气只
Teachers in the teaching of teaching materials can be tapped, the creation of experimental situations, training students to analyze the phenomenon, put forward questions and then design experiments to verify the experimental exploration capabilities. For example, in the experiment of experimenting with oxygen in a junior high school chemistry lesson on the PEP Edition, an experimental scenario was created: a piece of wood with a piece of Mars extends into the gas-collecting bottle just filled with oxygen, the piece of wood is rekindled and the gas-collecting bottle is covered . After a while, the sticks were again inserted into the bottle with Mars, and the sticks were still burning. Repeat the above operation multiple times, until the wood is gone. According to this phenomenon, what conclusions can you draw or ask questions? From the above experimental phenomena can be analyzed, not only the pure oxygen in order to make the strip with Mars, oxygen only