中学化学教师大都有这样的困惑,尽管教学过程精心设计,各个教学环节也自认落实到位,但学生对知识的掌握却不尽如人意。尤其是在一些综合性较强的题目上,学生的得分统计情况反映出来的对知识掌握程度,往往令教师不太满意。研究者发现,做这类题时,很多学生看题、读题不是整体审题,再各个击破,而是亦步亦趋,因此在综合性强的题目面前显得手足无措。其实,有很多综合性较强的题,除了考查学生的基本知识外,还注重学生 Most middle school chemistry teachers have such puzzles. Despite the meticulous design of the teaching process and the fact that all aspects of teaching are self-supporting, the students’ mastery of knowledge is not satisfactory. In particular, on some of the more comprehensive topics, students’ score statistics reflect the degree of mastery of knowledge, and teachers are often less satisfied. The researchers found that when doing this type of questions, many students did not look at the questions and read the questions as a whole, and they each defeated each other, but they also followed each other. Therefore, they were helpless in the face of a comprehensive problem. In fact, there are a lot of comprehensive questions, in addition to the basic knowledge of students, but also pay attention to students