化学知识的学习措施集锦.docVIP

初中化学教材的知识点很多，学生感到无序，知识点处于散乱、零星状态，把握不了要点，不是“摸不着边”，就是“头脑发胀”；复习时，教师又通常把每章的知识点一一罗列，或者采用“划书本”的方法，没有新奇感，容易感到沉闷、枯燥，不能形成有序的知识体系，不利于反映知识之间的联系。 Junior middle school chemistry teaching material a lot of knowledge, students feel disorderly, knowledge point is in a state of scattered, sporadic, grasp the key points, not feel out of reach, is the brain; Review, the teacher usually put each chapter enumerates the knowledge or with the method of cross books, no novelty, easy to feel boring, boring, cannot form an orderly system of knowledge, is not conducive to reflect the connection between the knowledge. 构建化学知识网络可帮助学生理解化学，提高学习能力，提升科学素养。由于受传统教学观念的影响，许多教师习惯于“一步到位”的教学方式，特别是近些年来，开展高效课堂教学模式，由于担心影响课堂效率，教师往往越俎代庖，应用现成的化学知识网络图进行教学，上课时，看起来高效、严谨、逻辑性强，但收效甚微，学生不是云里雾里，就是过目就忘，不能真正在自己的心中构建一个完整有序的化学知识网络体系。 Construction of chemical knowledge network will help students understand chemistry, improve the learning ability, improve scientific literacy. Because influenced by traditional teaching concept, many teachers are used to one-stop mode of teaching, especially in recent years, carry out effective classroom teaching mode, because of concerns that affect the classroom efficiency, teachers often, application of ready-made chemical network diagram for the teaching of knowledge, in class, look efficient, rigorous, logical, but to little effect, students are not fog, is you forget, cant really in his heart to build a complete and orderly system of chemical knowledge network. “授之鱼，不如授之以渔”。建构主义认为，学习不是由教师把知识简单地传递给学习者，而是学习者自己建构知识的过程；是学习者根据自己已有的知识经验，对外部信息进行主动地选择、加工和处理，从而形成自己对知识正确认识的过程，这种建构无法由他人来代替。因此，创新性教学应建立在学生自主活动、自主探索的基础上，以学生自主活动为基础来构建。 Teach the fish, it is better to fish. Constructivism believes that learning is not simply transfer knowledge from teachers to learners, but learners construct knowledge of the process; Is learners according to their existing knowledge experience, actively choose to external information, processing and handling, to form about their own knowledge correct understanding, th