implementation of high school chemistry teaching_0（高中化学teaching_0的实现）

IMPLEMENTATIONOFHIGHSCHOOLCHEMISTRYTEACHING,TRAINHIGHLYQUALIFIEDPERSONNELTOMEETTHEREQUIREMENTSOFTHETIMESINORDERTOMEETTHEDEVELOPMENTNEEDSOFTHETIMES,THEHIGHSCHOOLCURRICULUM,ANEWROUNDOFCURRICULUMREFORM,BEGANTOIMPLEMENTTHENEWCURRICULUMSTANDARDSTHENEWCURRICULUMSTANDARDSEMPHASIZETHESUBJECTIVITYOFSTUDENTSSHOULDHELPSTUDENTSTHECHEMICALBASICKNOWLEDGEANDSKILLSREQUIREDTOBUILDTHEIROWNDEVELOPMENT,ANDFURTHERUNDERSTANDINGOFCHEMISTRYCHARACTERISTICS,STRENGTHENTHEUNDERSTANDINGOFTHEPHYSICALWORLD,ANDSTRENGTHENTHESPIRITOFINNOVATIONANDPRACTICALABILITYSTUDENTSINNOVATIVESPIRITANDPRACTICALABILITYTOACHIEVESPECIFICINQUIRYACTIVITIESBYSTUDENTSINQUIRYTEACHINGISTOENABLESTUDENTSINTHETHEDIVERSIFIEDINNOVATIVEACTIVITIES,ACTIVEPARTICIPATIONINTHEINQUIRYPROCESSTOOBTAINASOLUTIONTOTHEPROBLEMANDTHEABILITYTOBENEFITSTUDENTSFORMASTRICTANDREALISTICSCIENTIFICATTITUDESANDVALUESANDHOWTOIMPLEMENTINQUIRYBASEDTEACHING,ANDITHINKTHATSHOULDBETHEFOLLOWINGSTEPSFIRSTDETERMINEEXPLORECONTENTDETERMINETHEINQUIRYTEACHINGINQUIRYTEACHING,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,TEACHERSCANBECARRIEDOUTONTHEBASISOFTHESTUDENTSQUESTIONEDFIRSTANALYZETHEREASONSFE2STRONGREDUCTION,EASILYREACTWITHOXYGEN,ANDTHEOXYGENISUBIQUITOUSSECONDLY,THEPREPARATIONOFFESO4REAGENTPLACETOOLONG,ORWHENPREPARINGTHESOLUTIONISNOTDIVISIBLEOXYGENINDISTILLEDWATERISOXIDATIVEDETERIORATION,FORTHEABOVEREASONS,TOIMPROVETHEEXPERIMENT,BUTTHEFOCUSISTOPREVENTFE2OXIDATION,WHICHREQUIRESTHEOPERATIONTOPAYATTENTIONTOALLASPECTSOFTHEOXYGENINTOTHETEACHERSANDSTUDENTSTHROUGHDISCUSSION,RESEARCHCOMETOONEOFTHEOPERATIONOFTHEPROGRAMAREASFOLLOWSPREPARATIONBEFORECLASSSOLUTIONINSTEADUSENOWWITHREACTIONWITHREDUCEDIRONPOWDERWITHDILUTESULFURICACIDINASYRINGE,ANDTHEREACTIONSTOPPEDIMMEDIATELYCOVEREDWITHNEEDLECAP2GASOLINEARCHIVENAOHSOLUTIONSURFACEFESO4SOLUTIONWASINJECTEDDIRECTLYINTOTHENAOHSOLUTION,ALLOWINGSTUDENTSTOOBSERVETHEEXPERIMENTALPHENOMENATHENTHESTUDENTSCANBECLEARLYOBSERVEDWHITEFLOCCULENTPRECIPITATEBASICALLYCONSISTENTPHENOMENONWITHINHALFAMINUTETHENLAYEREDWITHASEPARATORYFUNNEL,TAKECLASSESONMIXEDWASTRANSFERREDTOATESTTUBEOBSERVED,WHENTHESTUDENTSCANSEEWHITEPRECIPITATEIMMEDIATELYINTOTHEGRAYGREEN,WHILECHANGESTOREDDISHBROWNBETTERSTIMULATESTUDENTSINITIATIVEANDSENSEOFINNOVATIONTHROUG