云南省怒江傈僳族自治州民族中学是典型的边疆民族高级中学,少数民族学生占全校学生的97.82%,学生的学习基础比较薄弱。10年来,笔者从高一到高三几轮的化学教学实践中体会到,要想提高民族地区学生学习化学的效果,教师应该避免以下3个误区。误区一:总是让学生总结错误的原 The Nu Middle Lisu Autonomous Prefecture in Yunnan Province is a typical border senior middle school. Minority students make up 97.82% of the whole school, and the students’ learning foundation is relatively weak. In the past 10 years, the author has learned from the teaching practice of chemistry in highs and highs that in order to improve the effect of learning chemistry in ethnic minority areas, teachers should avoid the following three misunderstandings. Misunderstanding one: always let the students sum up the wrong original