implementation of high school chemistry teaching（高中化学教学的实现）

IMPLEMENTATIONOFHIGHSCHOOLCHEMISTRYTEACHINGTOWRITEPAPERSNETWORK,TRAINHIGHLYQUALIFIEDPERSONNELTOMEETTHEREQUIREMENTSOFTHETIMESINORDERTOMEETTHEDEVELOPMENTNEEDSOFTHETIMES,THEHIGHSCHOOLCURRICULUM,ANEWROUNDOFCURRICULUMREFORM,BEGANTOIMPLEMENTTHENEWCURRICULUMSTANDARDSANDNEWCURRICULUMSTANDARDSEMPHASIZETHESUBJECTIVITYOFSTUDENTS,SHOULDHELPONSTUDENTTHECHEMICALBASICKNOWLEDGEANDSKILLSREQUIREDTOBUILDTHEIROWNDEVELOPMENTANDFURTHERUNDERSTANDINGOFCHEMISTRYCHARACTERISTICS,ANDENHANCEUNDERSTANDINGOFTHEMATERIALWORLD,ANDTOSTRENGTHENTHESPIRITOFINNOVATIONANDPRACTICALABILITYSTUDENTSINNOVATIVESPIRITANDPRACTICALABILITYOFSTUDENTSISREQUIREDSPECIFICINQUIRYACTIVITIESINQUIRYTEACHINGISTOENABLESTUDENTSINTHETHEDIVERSIFIEDINNOVATIVEACTIVITIES,ACTIVEPARTICIPATIONINTHEINQUIRYPROCESSTOOBTAINASOLUTIONTOTHEPROBLEMANDTHEABILITYTOBENEFITSTUDENTSARIGOROUSANDREALISTICSCIENTIFICATTITUDEANDVALUESIMPLEMENTATIONOFINQUIRYBASEDTEACHINGITHINKTHATTHEFOLLOWINGSTEPSSHOULDBEFIRSTDETERMINEEXPLORECONTENTDETERMINETHEINQUIRYTEACHINGINQUIRYTEACHING,ALLTHECONTENTSARESUITABLEFORTHEINQUIRYTEACHING,SUCHASSOMEOFTHEBASICSANDSOMEOFTHEBASICCONCEPTSOFLEARNING,ITWILLBEDIFFICULTTOIMPLEMENTINQUIRYBASEDTEACHINGINTHETEACHINGPROCESSISNOTONLYTHOSENEWCOGNITIVECONFLICTOCCURSWHENTHECONTENTSOFTHEORIGINALEXPERIENCESTUDENTSWILLPRODUCEEXPLORETHEPOWERSECONDLY,TOEXPLORETHECONTENTSMUSTBECOMPREHENSIVE,THATINQUIRYTEACHINGCONTENTCANBEDERIVEDFROMTHESTUDENTSLEARNINGLIFEANDSOCIALACTIVITIES,THEDEVELOPMENTOFHUMANBEINGSTYPICALEXPLORECONTENTTEACHERSININQUIRYBASEDTEACHINGINQUIRYBASEDTEACHING,SOTHATSTUDENTSCANTAKETHEINITIATIVETOPARTICIPATEINTHEINQUIRYPROCESS,EXPERIENCETHEINQUIRYPROCESS,WHICHISMORETOSTIMULATESTUDENTINTERESTINEXPLORINGFOREXAMPLE,EXPLORETHEORIGINALBATTERYREACTIONRULE,THECONDUCTORWIRECONNECTIONRODSANDLVBANG,ANDPARALLEL,RESPECTIVELYINSERTEDINTOTHESULFURICACIDANDCONCENTRATEDNITRICACIDFORMEDINPRIMARYBATTERIES,GASOCCURSAROUNDSULFURICTONGBANGTHAT,THESOLUTIONWASCOLORLESS,ANDTHENITRICACIDINTHELVBANGCOLOREDGASINTHEVICINITYOF,THESOLUTIONWASBLUEANDTHESTUDENTSONWHATTHEYHAVELEARNEDBYTHEREACTIONRESULTSDONOTMATCH,ANDTHELAWOFMETALACTIVITYATTHISTIME,TEACHERSCANGUIDESTUDENTSTOEXPLORETHEORIGINALBATTERYREACTIONRULETHENCREATINGEXPLORESCENARIOSTOSTIMULATEINQUIRYENTHUSIASMLEARNINGSCENARIOSANDLEARNINGBACKGROUNDORENVIRONMENT,INESSENCE,ISANOPTIMIZATIONOFTHESPECIFICLEARNINGENVIRONMENTTEACHERSCANSELECTTHESTUDENTSPRIORKNOWLEDGEOREXPERIENCE,EXPERIMENTALFACTS,MEANINGFULORINTERESTINGFACTS,INSTRUCTIVEREGARDTOTHECREATIONOFDIFFERENTLEARNINGSCENARIO,GIVEFULLPLAYTOTHEFUNCTIONSOFTHEDIFFERENTSCENARIOS,ANDINSPIRESTUDENTSTOACTIVELYEXPLORECONSCIOUSNESSFOREXAMPLE,SOMEOFTHEREACTIONSINTHEREALLIFE,STAINEDCLOTHESDIFFICULTWASHOIL,CANDIPWITHGASOLINE,THESESCENARIOSWILLHELPTOSTIMULATESTUDENTSTOEXPLORETHEMOTIVATIONSANDINTERESTINEXPLORING,ENLIGHTENINGGUIDESTUDENTSTOIDENTIFYPROBLEMS,ASKQUESTIONS,EXPLOREPURPOSEEXPLICITLY,ASFURTHERINQUIRYTEACHINGPLAYEDACATALYTICROLECANALSOTAKEADVANTAGEOFTHEHISTORYOFCHEMISTRY,STUDENTSINTHEEXPERIMENTALPARTSUCHASTHECREATIONOFSCIENTIFICINQUIRYTOEXPLORESCENARIOSTEXTBOOKSTEACHERSTEXTBOOKVARIABLESDEMONSTRATESGALVANICCELLEXPERIMENTS,HANDSONLABSFORSTUDENTS,SOTHATNOTONLYENABLESTUDENTSTOOBSERVEOBVIOUSPHENOMENON,BUTALSOTOENABLESTUDENTSTOPARTICIPATEDIRECTLYINTHEPROCESSOFACQUISITIONOFKNOWLEDGEANDDIRECTEXPERIENCEOBTAINEDTHROUGHEXPERIMENTSALLOWSTUDENTSDIRECTEXPERIENCE,THROUGHCOMPARATIVEANALYSIS,SUMMARIZEDTHELAW,ANECESSARYCONDITIONTOEVENTUALLYDRAWUPTHEORIGINALBATTERYTHECREATIONOFGOODEXPLORESCENARIOSCONDUCIVETOSTIMULATESTUDENTSDESIRETOEXPLORETHEABILITYTOIMPROVETHEUNDERSTANDINGANDAPPLICATIONOFKNOWLEDGE,DIVERSEMEANSOFCREATIONEXPLORESCENARIOS,THESEMEANSARELARGELYRICHCHEMISTRYTEACHINGACTIVITIES,TOMOBILIZESTUDENTSTOTAKETHEINITIATIVETOEXPLORENEWKNOWLEDGEENTHUSIASMPOSTEDINTHEFREEPAPERSDOWNLOADCENTERHTTP/ENGHI138COMTHREEFINALIMPLEMENTATIONOFINQUIRYPROGRAMINQUIRYABILITYINQUIRYTEACHINGTHROUGHIMPLEMENTATIONEXPLOREPROGRAMSCANENABLESTUDENTSTOTRULYEXPERIENCETHEINQUIRYPROCESS,THEUNDERSTANDINGOFTHEIMPLEMENTATION,RECREATION,RESUBLIMATIONIMPROVEINQUIRINGABILITYFOREXAMPLE,FEOH2PREPAREDTOEXPLOREEXPERIMENTACTUALLY,THISEXPERIMENTREQUIREMENTSASFE2,FE3TRANSFORMATIONOFANINTERMEDIATEPROCESS,HELPTOUNDERSTANDTHETWOREACTIONSOFFE22OHFEOH2AND4FEOH2O22H2O4FEOH3,TEXTBOOKEXPERIMENTINTENTIONISTOLETSTUDENTSWHENTEACHERSDEMOCANBEOBSERVEDTOTHEPRIORWHITEPRECIPITATEFEOH2,ANDTHENTHEWHITEPRECIPITATEINTOAGRAYGREEN,IEFEOH2ANDFEOH3THEMIXTUREEVENTUALLYTURNEDINTOAREDBROWNPRECIPITATEOFFEOH3PRESENTATIONJUSTPRODUCEDAWHITEPRECIPITATEREACTWITHOXYGENINTHESOLUTIONINTOAGRAYGREEN,STUDENTSARENOTEASILYOBSERVEDWHITEPRECIPITATE,THESTUDENTSONTHEQUESTIONOFINQUIRYTEACHING,TEACHERSCANBECARRIEDOUTONTHEBASISOFTHESTUDENTSQUESTIONEDFIRSTANALYZETHEREASONSMAINLYFE2STRONGREDUCTION,EASILYREACTSWITHOXYGEN,WHILETHEOXYGENISUBIQUITOUSSECONDLY,THEPREPARATIONOFFESO4REAGENTPLACETOOLONG,ORWHENPREPARINGTHESOLUTIONISNOTDIVISIBLEOXYGENINDISTILLEDWATERISOXIDATIVEDETERIORATION,FORTHEABOVEREASONS,TOIMPROVETHEEXPERIMENT,BUTTHEFOCUSISTOPREVENTFE2OXIDATION,WHICHREQUIRESTHEOPERATIONTOPAYATTENTIONTOALLASPECTSOFTHEOXYGENINTOTHETEACHERSANDSTUDENTSTHROUGHDISCUSSION,RESEARCHCOMETOONEOFTHEOPERATIONOFTHEPROGRAMAREASFOLLOWSBEFORECLASSPREPARATIONSOLUTIONWASCHANGEDNOWWITHTHECURRENTWITHREDUCEDIRONPOWDERWITHDILUTESULFURICACIDINASYRINGEREACTION,THEREACTIONISSTOPPED,IMMEDIATELYCOVEREDWITHNEEDLECAP2GASOLINEARCHIVENAOHSOLUTIONSURFACEFESO4SOLUTIONWASINJECTEDDIRECTLYINTOTHENAOHSOLUTION,LETTHESTUDENTSOBSERVETHEEXPERIMENTALPHENOMENATHENTHESTUDENTSCANBECLEARLYOBSERVEDWHITEFLOCCULENTPRECIPITATEPHENOMENONCONSISTENTWITHINHALFAMINUTE,ANDTHENLAYEREDWITHASEPARATORYFUNNEL,TAKECLASSESMOVEDINTOATESTTUBEFROMAMIXTUREOFOBSERVATION,WHICHWHENSTUDENTSCANSEEWHITEPRECIPITATEIMMEDIATELYINTOTHEGRAYGREEN,THEMOMENTBECOMESREDDISHBROWNBETTERSTIMULATESTUDENTSINITIATIVEANDSENSEOFINNO