化学知识的学习措施集锦（推荐）_化学知识学习中的方法
化学知识的学习措施集锦（推荐）由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“化学知识学习中的方法”。
初中化学教材的知识点很多，学生感到无序，知识点处于散乱、零星状态，把握不了要点，不是“摸不着边”，就是“头脑发胀”；复习时，教师又通常把每章的知识点一一罗列，或者采用“划书本”的方法，没有新奇感，容易感到沉闷、枯燥，不能形成有序的知识体系，不利于反映知识之间的联系。
Junior middle school chemistry teaching material a lot of knowledge, students feel disorderly, knowledge point is in a state of scattered, sporadic, grasp the key points, not “feel out of reach,” is the “brain”;Review, the teacher usually put each chapter enumerates the knowledge or with the method of cro “books”, no novelty, easy to feel boring, boring, cannot form an orderly system of knowledge, is not conducive to reflect the connection between the knowledge.构建化学知识网络可帮助学生理解化学，提高学习能力，提升科学素养。由于受传统教学观念的影响，许多教师习惯于“一步到位”的教学方式，特别是近些年来，开展高效课堂教学模式，由于担心影响课堂效率，教师往往越俎代庖，应用现成的化学知识网络图进行教学，上课时，看起来高效、严谨、逻辑性强，但收效甚微，学生不是云里雾里，就是过目就忘，不能真正在自己的心中构建一个完整有序的化学知识网络体系。
Construction of chemical knowledge network will help students understand chemistry, improve the learning ability, improve scientific literacy.Because influenced by traditional teaching concept, many teachers are used to “one-stop” mode of teaching, especially in recent years, carry out effective claroom teaching mode, because of concerns that affect the claroom efficiency, teachers often, application of ready-made chemical network diagram for the teaching of knowledge, in cla, look efficient, rigorous, logical, but to little effect, students are not fog, is you forget, can't really in his heart to build a complete and orderly system of chemical knowledge network.“授之鱼，不如授之以渔”。建构主义认为，学习不是由教师把知识简单地传递给学习者，而是学习者自己建构知识的过程；是学习者根据自己已有的知识经验，对外部信息进行主动地选择、加工和处理，从而形成自己对知识正确认识的过程，这种建构无法由他人来代替。因此，创新性教学应建立在学生自主活动、自主探索的基础上，以学生自主活动为基础来构建。
“Teach the fish, it is better to fish”.Constructivism believes that learning is not simply transfer knowledge from teachers to learners, but learners construct knowledge of the proce;Is learners according to their existing knowledge experience, actively choose to external information, proceing and handling, to form about their own knowledge correct understanding, the proce of the construction instead of by others.Should, therefore, innovative teaching on students' activities, autonomous exploration, on the basis of on the basis of students' activities to build.教师应成为学生学习的促进者、组织者、指导者，学生是知识主动的建构者和探索者。对于初三学生来说，要想全面系统地掌握化学知识，需要将学过的知识进行梳理归类，却苦于不会进行“分析、对比、综合、类归、联想”，难以形成知识体系，不善于构建知识网络。由于笔者所在学校的学生化学基础较弱，要让他们构建自己的知识网络，就需要教师对学生作适当的指导，传授给学生构建化学知识组块与化学知识网络的策略和方法。
Teachers should become promoters and organizers, director of the students' learning, the student is active construction of knowledge and explorer.For grade students to master the chemical knowledge comprehensive system, the knowledge that needs to be claified comb, struggling not to “analysis, comparison, comprehensive, cla, lenovo”, difficult to form a knowledge system, are not good at building the knowledge network.Due to the author's school students chemical foundation is weak, want them to build their own knowledge network, requires teachers to students to make proper guidance, teach students build chemistry knowledge chunking and the strategies and methods of chemical knowledge networks.一、化学知识网络构建的一般过程
A general proce, chemical knowledge network construction
构建知识网络，先要让学生认识知识网络图，理解知识网络化可帮助同学们对所学知识进行系统梳理、深化拓宽，更需了解化学知识网络构建的一般过程。
Constructing knowledge network, network diagram should first let students to understand knowledge, understand the knowledge network can help the clamates to comb system, deepening broaden knowledge, more need a general knowledge of the general proce of chemical knowledge network construction.1.准备阶段
1.The preparation stage
选定知识范围，罗列知识点，理清错综复杂的纵横关系，让要构建的知识大体在自己心目中有一个轮廓。学生还要学会使用图形、符号等个性元素，如，“——”表示相互关系，“→”表示衍变关系等。
Selected knowledge scope, list the knowledge, sort out the complex relationship, make to build the knowledge in their mind there is a roughly outline.Students learn to use graphics, symbols and other personal elements, such as, said the relationship between the “-”, “->” development relations, etc.2.构建阶段
2.The construction phase
构建化学知识网络，将各章节中一些分散的“点”连成“线”，对化学知识内容进行重新加工、整理和组织，使之系统化，并进一步形成“知识网”。其实，要想构建有序的知识网络，就需寻求知识主线，若把知识比喻成一座房子，主线就是起支撑作用的大梁，每一章节或单元的知识主线很明确，只有围绕知识主线，通过联想，进行归纳，依据知识间的逻辑关系建构知识树（或其他形式），将零散的知识联系起来，才能形成知识网络。
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Construction of chemical knowledge network, spread some chapters of the “dot” into “line”, to the content of the chemical knowledge proceing, sorting and organizing, systematic, and further form the knowledge network.Actually, if you want to build an orderly knowledge network, and will be seeking knowledge, if the knowledge as a house, main girder is a support role, each chapter or unit of knowledge the main line is clear, only knowledge around the main line, through the lenovo, are summarized, based on the logical relationship between knowledge tree(or other forms), constructing knowledge links scattered knowledge, to form a knowledge network.3.交流阶段
3.The communication stage
建构以后，学生期待自己的成果得到展示交流。为了促进学生交流，绘制时，将学生分成若干小组进行，以发挥不同知识结构、不同思维方式的小组成员的智慧才能；每小组之间还要进行交流传阅，可以相互启发，相互补充。教师适当展示优秀的知识网络图供大家学习，通过对比分析，要求学生能指出自己构建的知识网络存在哪些不足和优点，以取长补短；老师再进行适度的评价、点拨，更有利于知识网络图的完善，提升学生构建化学知识网络的能力。
Results show after construction, the student is looking forward to your communication.In order to promote student exchanges, draw, divide students into several groups, in order to play a different knowledge structure and ways of thinking can the wisdom of the team members;Circulated between each team need to interact, to mutual inspiration, mutual complement.Teachers show excellent appropriate network diagram for everybody to learn knowledge, and through comparison and analysis, you can point to construct the knowledge network, what are the deficiencies and advantages to complement each other;Teacher to appropriate evaluation, seems, is more advantageous to the perfection of knowledge network diagram, enhance students' ability in construction of chemical knowledge network.4.整合阶段
4.Integration of the stage
展示交流后，教师要引导学生深化对知识网络的认识，理解各单元知识之间的内在联系，修改完善知识网络，还可将不同单元的知识网络“联网”，使小网络变成大网络，形成一个有机的知识整体。
Show after communication, teachers should guide students to deepen the understanding of knowledge network, understand knowledge inner link between each unit, improve the knowledge network, and also can be different unit of knowledge network “networking”, make small networks into large network, forming an organic whole knowledge.二、化学知识网络的构建模式
Second, the construction of chemical knowledge network model
化学知识“网络化”，可以按章节绘网络，也可按单元来设计。
Chemical knowledge “networking”, according to chapter draw network, also can be designed according to the unit.构建化学知识网络，是对化学知识的一种精细加工，需要在化学知识点之间“搭桥”——建立联系；构建过程应根据知识之间的逻辑关系，通过联想，对知识重新排列组合，达到知识精练化、条理化、网络化。在教学中，要帮助学生依据逻辑关系来把握知识点之间的内在关系，并通过联想寻找知识点之间的外在联系，但是，限于学生的科学思维能力和实际，不能过分苛求学生一定要厘清知识间的逻辑关系，按照知识间逻辑关系来构建化学知识脉络，只需学生知道化学知识点间的“桥接”方式，即知识点联系方式，就可以了；为了便于学生模仿，学习绘制知识网络图，教师可直接展示一些化学知识网络图，让学生了解不同构建模式，并加以引导、点拨。笔者总结了一些将化学知识组块构建成网络的方式，而这些“构建模式”并没有严格按照知识间逻辑关系来运作，主要是考虑学生能否理解接受。以下构建模式，仅供大家参考。
Construction of chemical knowledge network, is a kind of fine proceing of chemical knowledge, need to “bypa”-to establish the connection between chemistry knowledge;The build proce should be according to the logic of the relationship between knowledge, by aociation, to rearrange the combination of knowledge, achieve refined, streamline, and network knowledge.In the teaching, to help students according to the logical relationship to grasp the internal relations between the knowledge points, and by aociation for external links between knowledge points, however, limited to the students' scientific thinking ability and the actual, not demanding students must clarify the logical relationship between knowledge, according to the logical relationship between knowledge to build chemical knowledge, students only know way of “bridge” between chemical knowledge, namely knowledge contact, it is ok;In order to facilitate students to imitate, learn map knowledge network, the teacher may directly show some chemical knowledge network diagram, let students understand the different building mode, and guide and inspiration.The author summarizes some chemical knowledge building block into the network, and these “building model” is not to operate in strict accordance with the logical relationship between knowledge, main is to consider the student could understand accept.The following build mode, only for your reference.
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