On the performance Experience improved chemical-毕业论文翻译.docVIP

On the performance Experience improved chemical A combination of teaching content in the Teaching In the chemical process of teaching, students are more easily excited, especially the vivid and intuitive experiment, students can easily lead to the concern, so the use of students’ curiosity, thirst for knowledge, appropriate to penetrate some of the problems is very effective, such as , speaking of the nature of oxygen can be said: The following is a correct description of experimental phenomena ( A. Phosphorus burning in oxygen, produce a large number of white mist B. Charcoal burning in oxygen, white light, resulting in a lot of white smoke. C. Wire burning in oxygen, Mars radiance to generate iron oxide D. Sulphur burning in oxygen, glows bright blue and purple flames, and generate gas with a pungent odor Such questions allow students to think, not only play a role in the consolidation of knowledge, but also to correct common mistakes students, to help students master the correct description of experimental phenomena very helpful. In the third-year chemistry course content, some more abstract knowledge, such as molecules, atoms and elements of knowledge, the concept of solubility, etc., if monotonous and rigid teaching methods, only emphasizes rote learning, students will feel boring to master it also quite difficult. a considerable proportion of students, because it did not master the knowledge and interest in learning of chemistry plummeted. I compiled some of the teaching Analysis of questions for students through negation and affirmation, the discussion of right and wrong, Quweicunzhen to deepen understanding of the concept and memory. Here the author uses the concept of teaching in some Analysis questions: (On atoms) The following statement is correct? (1 atomic power is not significant, indicating that the number of electrons inside atoms = neutron number, (2 atomic structure is the smallest particles, (3 All nucl