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习题教学是化学教学中不可缺少的一个重要环节。把握题目的多与少,衡量题目的难与易,扬弃题型的新与旧,是每位教师的首要问题。作为一名化学教师,一方面使学生巩固所学知识,另一方面使学生在思维能力、逻辑推理能力、分析问题能力等方面得到训练、培养和提高,达到“教是为了不教”之境界。 笔者经过探索与尝试,觉得通过设计再生题,是可以避免题海战的。具体作法是;每讲评一道典型例题,便立即当堂“下水”,示范改造,以演化为相应的再生题。即通过一题多思、多问、多变,让“旧题”、“陈题”在“旧瓶装新酒”或“新瓶装旧酒”中萌发新意,让学生一题多得,这样可以提高学生的兴趣,提高课堂效率。
Exercise teaching is an indispensable part of chemistry teaching. Grasping the number of questions and the number of questions, measuring the difficulty and ease of questions, and discarding the new and old questions are the most important questions for every teacher. As a chemistry teacher, students are allowed to consolidate what they have learned on the one hand, and on the other hand, students are trained, nurtured, and raised in thinking ability, logical reasoning ability, analytical problem ability, etc. to reach the realm of “teaching for not teaching”. . After exploration and experimentation, the author felt that by designing replay questions, it is possible to avoid naval battles. The specific approach is; each commentary on a typical example, they immediately “down in the water”, demonstration transformation, in order to evolve into a corresponding issue. That is to say, by thinking, questioning, and changing, you can create new ideas in the “old bottled new wine” or “new bottled old wine”. Students’ interest improves classroom efficiency.