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以"溶解度"的概念教学为例,分析概念建构过程中如何促进学生的认识发展。在概念教学中,应关注学生的前科学认识,挖掘学生的认识角度和思路,发展学生的认识方式,从而形成学生的认识能力。 相似文献
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Guofang Jiang 《大学化学》2020,35(7):82-87
有机化学的基本理论和反应机理是有机化学的核心内容。反应机理的教与学是有机化学教学过程中的难点,一直困扰着教师和学生。笔者采用了"教师引导–学生练习–学生综合讲解"三段式的反应机理教学方式。首先是教师引导:教师结合国内外教材和文献,先讲授基本理论,再详细讲解反应机理;接着是学生练习:教师根据教学进度布置习题让学生练习,然后结合前后相关的反应机理,组装成比较复杂的多步反应,要求学生根据机理推导反应产物;最后是学生综合讲解:给每个学生分配一个反应,要求围绕该反应,通过查阅文献和资料,整理好素材,在课堂上讲解展示反馈,教师据此进行补充和修改。经过实践证明,该方式便于学生理解有机化学反应机理,从而达到事半功倍的教学效果。 相似文献
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中学化学实验发展性教学模式的构建 总被引:1,自引:1,他引:0
根据“以学生为主体,以学生发展为本”的指导思想,构建中学化学实验发展性教学的模式,使化学实验教学活动成为增强学生主体参与意识,培养学生发现问题、解决问题、学会创新,促进学生潜能和个性发展的学习活动,开辟化学学科中实施素质教育的新途径。 相似文献
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对有机化学传统课堂教学进行思考,探讨教学采用多手段、多层次立体式培养学生的专业素质,将知识性、趣味性、实用性融合为一体,在学生掌握理论的基础上积极引导学生进行实验实践训练,清晰学生的专业视野,激发学生的求知欲望,增强学生的就业竞争力。 相似文献
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高中学生学会学习的调查与对策 总被引:1,自引:0,他引:1
让学生学会学习是新课程改革的目标,我们选择高一年级学生,从影响学生学习的认知因素入手进行调查,了解和分析不同智力水平班级学生认知因素的情况,以学法指导为切入点,从学习技术、学习计划、应试方法、听课方法、读书和记笔记方法5个方面进行指导,调动学生学习的主动性和积极性,激发学生的思维,帮助学生掌握学习方法,从而实现提高学习能力,让学生学会学习的目的,取得了阶段性的成果。 相似文献
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针对教材演示实验、学生实验中存在的一些缺陷,引导学生积极思考,寻找解决问题的方法,以此来激发学生的创新意识,掌握一些常见的创新技法,培养学生的创新能力。 相似文献
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基于自主建构的化学师范生实践性知识水平研究模型,采用自编调查问卷,对河北某高校化学专业271名师范生进行问卷调查,运用SPSS 13.0数据统计分析软件进行数据处理,研究结论如下:(1)化学专业师范生在经过系统的理论学习之后,在实习之前,其实践性知识整体和各维度均处于本研究的中等水平;(2)化学专业师范生实践性知识的5个维度之间具有较强的相关性,各维度在一定程度上相互影响、相互制约;(3)教学经验的积累、大学之前的学习经历、自己敬重和喜欢的老师、优质课的观摩、教学案例分析、微格教学技能训练是影响化学专业师范生实践性知识的主要因素。 相似文献
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The rational design of better electrocatalysts for the oxidation of C1–C2 organic molecules requires the detailed knowledge of their oxidation mechanism. Pt single crystals are powerful tools to study, in a simple way, the surface structure effect on the different reaction pathways. Here, the oxidation mechanism of these molecules is compared so that the knowledge gained with the simpler mechanism is transferred in the analysis of the more complex ones. The goal is to design strategies so that the platinum electrodes improve their performance in their oxidation by the appropriate modification with other elements by attacking the bottlenecks in the reaction mechanism. 相似文献
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Max Blumer 《Angewandte Chemie (International ed. in English)》1975,14(8):507-514
Current geochemical and environmental research reveals the presence in soils and sediments of extremely complex assemblages of organic compounds. Their recognition has long been delayed by both conceptual and analytical limitations. Even today the best techniques cannot fully resolve these mixtures into their individual components. Yet, the knowledge of their structures and abundances is needed in geochemistry, and especially for the assessment of their potential biological effect and ecological impact. The classical “natural products approach” is unlikely to provide this information; therefore, I foresee the need for a more realistic assessment of nature, that acknowledges the limitations of our present analytical powers and of our knowledge. 相似文献
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为了探讨临床医学教育中加强微量元素知识教育的效果,对在校加强和未加强微量元素知识教育的毕业生各70名,进行了电话和问卷调查比较。结果表明,干预组知识得分(7.09±1.32)分,显著高于对照组(3.11±1.51)分;干预组实际运用比例51.43%,显著高于对照组占(5.71%);干预组工作中自主学习者占68.57%,显著高于对照组(11.4%)。可见医学教育中加强微量元素知识教育,对提高基层工作的医学毕业生的微量元素知识水平、知识的运用比例和自主学习比例都有很大的作用。 相似文献
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As the break out of COVID-19 epidemic, the prevention and control work was consequently carried out. Chemistry plays an important role in the white war. The structure of mask contains the knowledge of interfacial chemistry. The material of mask encompasses the knowledge of polymer chemistry. Nucleic acid test and COVID-19 vaccine research need the knowledge of biological chemistry. The sanitizers involve the knowledge of inorganic and organic chemistry. The knowledge of physical chemistry takes effect in daily hand washing with soap. Each drug against COVID-19 virus was a complex organic compound. All the above things can be taken as appropriate examples in chemistry teaching to display the charm of chemistry. Meanwhile, these examples help students to realize that chemistry works as a vital part in our lives and therefore active their motivation to study chemistry well. 相似文献
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Taking the chapter of "errors and data processing" in analytical chemistry as an example, the teaching design, teaching practice and teaching efficiency of mind-mapping were explored. The derivation of the new knowledge point, the relation between the new and old knowledge points, their generalization and summarization were emphasized in the design of mind-mapping; the blackboard-writing and mixed-media complemented each other in the teaching practice, the guiding function of mind-mapping was highlighted; and students' logical thinking was practiced in homework. The teaching practice and questionnaire survey show that it is necessary to introduce mind-mapping to university classroom teaching. Mind-mapping can improve students' logical thinking, increase their "learning ability" and arouse their enthusiasm. The teaching effect is satisfying. 相似文献
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Ryan Fitzgerald 《Journal of Radioanalytical and Nuclear Chemistry》2010,284(1):173-174
In a recent paper, Mathew et al. detailed, for a specific titration-based assay of uranium, a “step-by-step approach to calculate
the GUM uncertainty of the measurand”, in which their uncertainty assessment was based solely on prior knowledge, ignoring
the manifest variability in their replication data. A simple analysis of the variance from their data reveals that the uncertainty
in the average of the replicated quantity (TEF) was at least 3.5 times their estimate. Since the observables that contribute
most to the final uncertainty in their method were not replicated, it is unknown whether the estimates for the uncertainties
of those quantities, and thus of the output quantity, were also underestimated. This comment demonstrates how a better uncertainty
evaluation is possible by extracting as much knowledge as possible from the extant data. 相似文献