对分课堂在高中化学实验课中的应用探究——以“碳酸钠与碳酸氢钠的鉴别、除杂与相互转化实验”为例

Application of Split Classroom Teaching Mode in the Teaching of Theoretical Knowledge of Chemistry in Higher Education: Take “Chemical Reaction and Energy” in Principles of Chemical Reaction Published by PEP as an Example

高中化学实验课中存在学生主动性差、实验操作不当、难以把握实验要点的问题。为提高学生在实验课中的主动性,减少学生在实验过程中的错误操作,帮助学生把握实验的要点,以‘碳酸钠与碳酸氢钠的鉴别、除杂与相互转化实验’为例,将分课堂教学模式做一些转变并应用于高中化学实验课当中。该模式将讲授法和讨论法相结合,以讲授、内化吸收、谈论三步骤展开实验课,激发了学生学习兴趣,启发了学生积极思考和交流讨论,从而达到了促进学生自主学习以及培养学生分析问题和解决问题能力的目的。

In the high school chemistry experiment class,there are problems such as poor initiative of students,improper operation of the experiment,and difficulty in grasping the main points of the experiment.In order to improve students’initiative in the experimental class,reduce students’misoperations in the experiment process,and help students grasp the main points of the experiment,take the’sodium carbonate and sodium bicarbonate identification,impurity removal and mutual conversion experiment’as an example.Make some changes in the classroom teaching model and apply it to the high school chemistry experiment class.This mode combines the teaching method and the discussion method to launch experimental classes in three steps of teaching,internalization,absorption,and discussion,which stimulates students’interest in learning,inspires students to actively think and communicate,so as to promote students’independent learning and cultivate students’analysis The purpose of the problem and problem-solving ability.