中学化学危险实验及微观知识点Flash教学  

A Teaching Strategies of Middle School Chemistry Risk Experiment and Teaching of Micro Knowledge Points by Flash

作　　者：陈志胜[1] 黎素 操江飞 付芳芳 吴燕妮[1] 吴文胜[1] CHEN Zhi-sheng;LI Su;CAO Jiang-fei;FU Fang-fang;WU Yan-ni;WU Wen-sheng(School of Environmental and Chemical Engineering,Zhaoqing University,Guangdong Zhaoqing 525061,China)

机构地区：[1]肇庆学院化学化工学院

出　　处：《广州化工》2020年第4期116-118,共3页GuangZhou Chemical Industry

基　　金：肇庆学院2016年实践教学改革研究项目(sjjx201621);肇庆教育发展研究院项目(ZQJYY2019011)

摘　　要：因为中学生存在化学知识基础薄弱和抽象思维水平不太成熟,所以中学化学危险性实验及微观知识点的讲解是中学化学教学的难点。Flash仿真动画引入中学化学课堂教学,可有效解决微观、抽象知识点及某些危险、污染环境的实验的讲解。本文以中学课程《一氧化碳还原氧化铁实验》、《钠与氯气反应》教学内容为例,将制作Flash仿真实验的基本过程及代码录入等环节进行了说明,对中学化学教师自主制作Flash仿真教学课件提供借鉴作用。Because of the weak foundation of chemical knowledge and the level of abstract thinking of middle school student,the middle school chemical hazard experiment and the explanation of micro knowledge points are the difficulties of middle school chemistry teaching. Introducing Flash simulation animation into middle school chemistry teaching could effectively solve problems like micro and abstract knowledge points,and some dangerous or environmentally polluted experiments. The experimental teaching of middle school courses"Carbon monoxide reduction iron oxide experiment"and"Sodium reacts with chlorine"as examples were used to explain the basic process of creating a Flash simulation experiment and the code entry. It can provide reference for the middle school chemistry teachers to make Flash simulation teaching courseware independently.

关 键 词：FLASH动画 实验教学 应用 

分 类 号：G632.4[文化科学—教育学]