最新诱导 _ 开发 _ 创新课件PPT.ppt 26页

'诱导_开发_创新 在以学生发展为本的理念下，老师们做了些什么？做得怎么样？应该怎么做？怎样使理想的课程目标真正转化成学生的全面发展和积极变化？双高普九的含义是什么？目的是什么？不过关的问题在用于评价的试卷吗？问题出自学生的学习过程？ 一、学习目标设计维度的构建1.了解学习本节课的意义，帮助学生感悟溶解度概念的认识价值。（为什么需要学？）2．理请概念的核心，了解学生可能具有的前概念，了解本节（溶解度）概念教学的深广度（课标的要求）。怎样利用和消除可能影响溶解度概念形成的前概念（接受新概念已有哪些知识铺垫？过去有哪些认识误区）？本节课需要达到什么样的学习要求（课标要求）？学生对（溶解度）概念理解和运用的水平能达到什么层次（不同学校、不同班级、不同学生）？ 【活动设计二】培养科学探究的能力，学习控制实验变量的实验方法。必要的仪器、药品：（每4人一组）思考：你的猜想：固体物质的溶解限度可能会受等因素影响。你的假设：你打算验证其中因素对溶解限度的影响。在实验中要改变的因素有，保持不变的因素是。交流的内容实验方案观察到的现象结论与解释 实验前，方案形成的交流积极作用：减少实验的盲目性，增强科学性；发挥对还未完成设计方案的小组或个人的提示、帮助、纠正等作用（扶持，互助） 【活动设计三】①学习用数形结合的方法处理实验数据（绘制固体物质的溶解度曲线），并尝试应用溶解度曲线。学案Ⅰ下表是硝酸钾（KNO3）在不同温度时的溶解度，请你在坐标纸上绘制出它的溶解度随温度变化的曲线。 【活动设计三】学案Ⅱ下表是氯化钠（NaCl）在不同温度时的溶解度，请你在坐标纸上绘制出它的溶解度随温度变化的曲线。 学案Ⅲ下表是氢氧化钙[Ca(OH)2]在不同温度时的溶解度，请你在坐标纸上绘制出它的溶解度随温度变化的曲线。【活动设计三】 三、课堂教学过程的设计1.重视核心知识的建构2.改善学生的学习行为，改变学生的学习方式 1.重视核心知识的建构“主线”探究哪些因素影响固体在水中的溶解限量→建立溶解度概念→绘制溶解度曲线→应用溶解度曲线。 2.改善学生的学习行为，改变学生的学习方式。第一，注重探究活动在化学教学中的应用。第二，着力开发学生潜能，善于激发学生的探究欲望和创造激情，引导、鼓励学生进行问题提出、实验探究、发现规律（如泡咖啡等学生的思维活动和实践活动的设计）。第三，创新地处理探究学习与知识学习的关系溶解度概念的提出方式；溶解度规律的得出、Ca(OH)2溶解度曲线另列的理由。 几个建议1．初中阶段能教给学生的知识是有限的，但开启学生智慧的的切入点是不乏的。化学课不能只是为化学家教，更要为公民而教。2．（老师）拓宽基础知识，更新专业知识，了解最新科技动态。3.信息在传递过程中会发生损失，教学中尽可能提供给学生亲身感受的经历，让学生在思考中学习，有效避免（鱼、牛、青蛙）现象。4.我们的任务是要教给学生正确的自主学习、探究学习和合作学习的方式，开发学生采集、处理、研究和表达信息的能力，培养学生严谨、科学的学习化学的态度，提高学生综合所学知识分析、解决问题的能力。 深深的震撼FishisFish 鱼按照青蛙的描述，想象，按照已有的知识在认知新事物。鱼脑中的牛形象在客观上当然是错误的，但对于鱼来说却是合理的，因为它根据从青蛙那里得到的关于牛的部分信息，从本体出发，将新信息与自己头脑中已有的知识相结合，构建出了“鱼牛”形象。 青蛙又继续描述看到的人、鸟，于是鱼又想象： 谢谢！ 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夜晚的实验制作人：灵宝市第二小学彭卫芳 蒙眼睛轻盈敏捷很奇怪堵鼻子敏捷轻松猜想涂满全身没有影响堵住耳朵无头的苍蝇终于发现读词语，了解实验过程 1、轻声的阅读做实验这部分内容，尽量运用文中词语复述实验的过程。2、 评选获得诺贝尔奖的学生。争当小科学家获诺贝尔奖'