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回顾初中化学课堂教学大奖赛决赛过程,本次大赛的一大亮点是突出以实验为基础的学科特点,参赛教师不管是演示实验还是学生分组探究实验都经过精心设计。但立足教学实际,有些实验有没有必要,学生分组实验的教学到底应该如何设计和组织,值得我们一线教师思考。一、实验的必要性如“金属化学性质”教学中镁与氧气的燃烧实验,实际上在氧气化学性质学习中或在“质量守恒定律”中已做过,但在大赛中5位教师都重新做了这个实验,耽误
Review the junior high school chemistry classroom teaching Grand Prix finals process, the highlight of this competition is to highlight the characteristics of experimental-based disciplines, participating teachers, whether demonstration or student group inquiring experiments have been carefully designed. However, based on the teaching practice, some experiments are not necessary. How to design and organize the teaching of grouping experiment should be considered by front-line teachers. First, the necessity of experiments such as “metal chemistry ” combustion of magnesium and oxygen in the experiment, in fact, in the oxygen chemistry study or in “law of conservation of mass ” has been done, but in the competition 5 Teachers have re-done this experiment, delay