化学实验中渗透探究性教学的探索1.doc

Chemistry is a natural science based on experiment, the teaching practice for many years proves: chemistry experiment is not only to make students obtain chemical knowledge, an important way to understand the chemical law and forming chemical concepts and improve various abilities, but also cultivate the process of students' innovation spirit and innovation ability, other disciplines can not be replaced the. Therefore, we must base ourselves on the experiment of chemistry and build up the ，，building，z to cultivate students， creative ability〃・First, the practice of exploratory experimental teaching modelThe exploring experiment refers to the basic chemistry experiment, to acquire knowledge through scientific analysis and comprehensive thinking process, this process requires students to think and discuss more of the students in an active exploration of knowledge, is very beneficial to the cultivation of students' innovation ability. For example, in the principle of learning the original battery, the first demonstration of "tomato primary battery (made of copper, zinc, lead, music card and tomatoes) interesting experiments, questioning why this simple structure can make the music sound card? Stimulate students to explore the desire at the same time, encourage students to discuss and question: music cards must have a current through the voice, the current come from? If you use eggplant or cucumber instead of tomatoes, OK? Is it better to replace tomato with dilute acid in stead? What is the principle?Guide students with doubts, hands-on design experiments toexplore: copper, zinc tablets were inserted dilute sulfuric acid, respectively, what phenomenon? What is the phenomenon of connecting copper wires and zinc sheets with dilute sulphuric acid into wires? Does the quality of copper sheet and zinc sheet change? What's the change in the [H+] in the solution? Where does H+ get electrons from copper? How do you prove that a current is passed through a wire? Based on the experiment on the students, teachers use multimedia courseware visually simulate micro movement of ions and electron transfer, to discuss the essenee, summarize the principle, summed up the construction conditions, two primary cell reaction and energy conversion etc.・Finally, the transfer of knowledge expansion: let the students discuss the copper zinc primary battery shortcomings;according to the principle of primary battery design a practical battery; and the battery electrode structure on reaction; Study on galvanic reaction and metal corrosion and environmental pollution. Encouraging students to innovate in continuing inquiry.Two, carry out experimental design to stimulate awareness of innovationPractice is the cradle of innovation, experimental design is a hands-on, mental, and can train students in all aspects of the ability process・ Through their own thoughts on the design of experiment can cultivate students ability to solveproblems, but also can cultivate students， divergent thinking ability, and innovative design such as: in the experimental part of the college entrance exam in ation review, gas and founta in day, the teacher asked the students to design a device capable of forming a fountain. The teacher will give some guidance to the students when they organize the experiment design. Students learned to use ammonia, hydrogen chloride, and water in a round bottomed flask to form a fountain. Any other gas? What's the cause of the fountain? What improvements can the experimental apparatus do? At this point, students active thinking, bold Association, serious design, innovation, design a lot of programs・ Many students have a correct design, a novel design, and a comprehensive knowledge of chemistry and physics・And to introduce their own design ideas to students, students also discussed the feasibility of the method・ Students emit creative sparks in the activities of the brain・ This design process not only stimulates the students' innovative consciousness, arouses the students' learning enthusiasm, but also trains and trains the students，creative thinking ability and receives twice the result with half the effort・Three, improve some classroom demonstration experiments to cultivate students' innovative abilityFor some classroom demonstration experiment, encountered the phenomenon is not obvious, complex operation, pollution is not easy to handle, to lead the students to analyze the shortage of experiment, and encourage students to improve the experiment, reasonable design scheme・ This will not only train students， creative thinking ability, but also encourage students to dare to innovate. Such as: according to the method of teaching materials Fe (OH) 2, white precipitation can not be obtained, why? The student replied, "it might be oxygen that oxidizes Fe (OH) 2. What should I do? The student replied, 〃to see the obvious white precipitate, you must think of removing the oxygen from the solution・〃〃・ After the discussion,。