国家实行新课程标准后,对化学实验的要求比以前更为提高;而且,随着经济建设的发展,实验室建设水平的提高,以前的很多实验困难都得以克服。因此,不做实验或少做实验的客观因素不复存在。本人在对初中化学教材(人教版,武永兴等编写)进行了系统的研究后,发现了很多新型的实验。这些实验,最初引起了部分教师的困惑。本文的目的就是对这些实验进行分类研究,并且对这些实验的功能做阐述,以解决部分教师的困惑。 After the implementation of the new national curriculum standard, the requirements for chemical experiments are much higher than before; moreover, with the development of economic construction and the improvement of laboratory construction, many previous experimental difficulties have been overcome. Therefore, the objective factors of not doing experiments or doing experiments cease to exist. After a systematic study of junior high school chemistry textbooks (PEP, Wu Yongxing, etc.), I found a lot of new experiments. These experiments initially aroused the confusion of some teachers. The purpose of this article is to classify these experiments and explain the function of these experiments in order to solve the confusion of some teachers.