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2021年5.7日星期五下午上一节化学复习课,在新课学习中学生已经从反应物消失的角度证明氢氧化钠溶液与稀盐酸是否发生反应。本节复习课学生继续探究能否从生成新物质的角度证明氢氧化钠溶液与稀盐酸发生无明显现象的反应。学生设计实验方案——汇报实验方案——评价、补充实验方案——改进实验方案——评价实验方案——微观探析化学反应的本质——归纳总结——引发学生进一步思考,提出新的实验方案。本节复习课我真正地把课堂还给学生,让学生真正地动起来,真正参与到复习课堂教学中来。现将课堂教学实录整理如下:
","type":1},{"audio_music_id":0,"img_height":1280,"img_width":720,"is_origin":false,"source":0,"source_platform":"local","text":"陈俞妥同学从生成物有水生成的角度进行设计了两个实验方案。她汇报实验方案,方案一:往盛有少量氢氧化钠溶液的试管中加入适量的稀盐酸,再加入适量氧化钙,最后加入无色酚酞溶液,若变红,则证明氢氧化钠溶液与稀盐酸反应;方案二:往盛有少量氢氧化钠溶液的试管中加入适量的稀盐酸,再通入二氧化碳气体,最后加入紫色石蕊溶液,若变红,则证明氢氧化钠溶液与稀盐酸反应。她用图示直观地表达了自己的方案设计,表达自然大方,思路非常清晰。
","type":3,"video_length":34,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/366631/1620429828050__jpg.heic","video_url":"https://md-mpvolc.meipian.me/users/366631/1620429816499.mp4"},{"audio_music_id":0,"source":0,"text":"李柏霖评价陈俞妥的实验方案:我觉得这个方案不可行。因为她从是否有水生成的角度证明两者是否发生反应,但是她忽略了一点,反应前溶液中也有水呀,会对生成水的检验造成干扰。
","type":1},{"audio_music_id":0,"img_height":1280,"img_width":720,"is_origin":false,"source":0,"source_platform":"local","text":"李柏霖同学汇报自己设计的实验方案:往盛有少量的氢氧化钠溶液的试管中加入足量稀盐酸,再加入少量的硝酸银溶液,若有白色沉淀,则氢氧化钠溶液与稀盐酸反应。
","type":3,"video_length":27,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/366631/1620429853044__jpg.heic","video_url":"https://md-mpvolc.meipian.me/users/366631/1620429843694.mp4"},{"audio_music_id":0,"img_height":1280,"img_width":720,"is_origin":false,"source":0,"source_platform":"local","text":"莫玉婷汇报自己设计的实验方案:往盛有少量的氢氧化钠溶液的试管中加入适量稀盐酸,再加入少量的硝酸银溶液,若有白色沉淀,则氢氧化钠溶液与稀盐酸反应。
","type":3,"video_length":11,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/366631/1620429873227__jpg.heic","video_url":"https://md-mpvolc.meipian.me/users/366631/1620429868476.mp4"},{"audio_music_id":0,"img_height":1280,"img_width":720,"is_origin":false,"source":0,"source_platform":"local","text":"当李柏霖同学汇报了自己的实验方案之后并没有走下去,莫玉婷同学一上来就直接质问他,你加入足量的稀盐酸是什么意思?李柏霖说刚好反应或者可能会剩余,莫玉婷说,既然会剩余,剩余的稀盐酸也会和硝酸银溶液反应产生沉淀,你觉得你的方案是否可行?他们俩最后一致认为:将足量的稀盐酸改成少量的稀盐酸。可没有想到的是他俩进行了有效地互动,完全把我们当成了空气而笑翻了全场,被他俩的互动所吸引,慢慢地安静下来并认真地倾听。今天的化学课堂因你们积极的参与而充满了欢乐,笑点爆增,收获到完全意想不到的惊喜!感谢你们的精彩表现!👍👍👍
","type":3,"video_length":135,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/366631/1620429929043__jpg.heic","video_url":"https://md-mpvolc.meipian.me/users/366631/1620429891446.mp4"},{"audio_music_id":0,"source":0,"text":"黄裕和陈紫萱俩人一致认为,此方案可行。因为足量的氢氧化钠溶液与少量的稀盐酸发生反应,会把稀盐酸反应完了,是生成的氯化钠与硝酸银溶液发生反应生成白色沉淀,从而证明两者发生反应。
","type":1},{"audio_music_id":0,"img_height":1280,"img_width":720,"is_origin":false,"source":0,"source_platform":"local","text":"何丹丹同学认为此方案不可行。首先,通过书写氢氧化钠溶液与稀盐酸反应的化学反应方程式;其次,从微观角度分析,稀盐酸会解离出氢离子和氯离子,氢氧化钠溶液会解离出钠离子和氢氧根离子,氢离子和氢氧根离子发生反应生成水,氯离子和钠离子形成氯化钠,氯化钠溶液会解离出钠离子和氯离子,反应后的氯离子也会与银离子反应生成白色沉淀,会造成干扰。
","type":3,"video_length":85,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/366631/1620429980459__jpg.heic","video_url":"https://md-mpvolc.meipian.me/users/366631/1620429957391.mp4"},{"audio_music_id":0,"img_height":1280,"img_width":720,"is_origin":false,"source":0,"source_platform":"local","text":"李柏霖同学从微观角度分析,稀盐酸会解离出氢离子和氯离子,氢氧化钠溶液会解离出钠离子和氢氧根离子,氢离子和氢氧根离子发生反应生成水,反应后也有氯离子,不知道是反应前溶液中的氯离子还是反应后溶液中的氯离子与银离子反应生成白色沉淀。
","type":3,"video_length":35,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/366631/1620430006866__jpg.heic","video_url":"https://md-mpvolc.meipian.me/users/366631/1620429995489.mp4"},{"audio_music_id":0,"source":0,"text":"全班的学生都非常赞同何丹丹和李柏霖的观点,一致认为方案不可行的原因是反应前溶液中有氯离子,反应后溶液中也有氯离子,无法确定是反应前溶液中的氯离子还是反应后溶液中的氯离子与硝酸银溶液中的银离子发生化学反应产生沉淀。同学们离真相是那么地近,就是无法跨越思维的障碍点时,我稍微地提示他们,从微观角度探析这个化学反应的实质,你就能揭开这个方案背后的奥秘。
","type":1},{"audio_music_id":0,"img_height":1280,"img_width":720,"is_origin":false,"source":0,"source_platform":"local","text":"黎泓锋从微观角度探析这个化学反应的本质,稀盐酸解离出氯离子和氢离子,氢氧化钠溶液解离出钠离子和氯离子,稀盐酸和氢氧化钠反应的实质是氢离子和氢氧根离子发生反应生成水分子,反应前后都有氯离子,氯离子压根就没有参加化学反应,始终都在水溶液中,从而认识到不能证明氯化钠的生成来证明两者是否发生反应。全班同学对黎泓锋说:“喔,不愧是科代表。”这让我想起来,我刚接手教你的时候,你才考63分,我让你当科代表,你却不愿意,你说:“我化学不行,当不了。”我开导你说:“我看到的是你的潜质和你的人品,分数不重要,我不是以分数来衡量你,也不是以分数来选择你。”你就勉勉强强地答应了,总是以为自己很差而没有自信,但随着你的努力和付出,当你取得进步时,你会对我说:“老师我进步了20多分,高兴地像个孩子似的。”完全逆袭成功,并得到同学们对你的认可!我想对你说:“你没有努力尝试过,你凭什么认为自己不行!”啊锋,加油!你是最棒的!!!👍👍👍
","type":3,"video_length":43,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/366631/1620429797686__jpg.heic","video_url":"https://md-mpvolc.meipian.me/users/366631/1620429783874.mp4"},{"audio_music_id":0,"source":0,"text":"最后,同学们进行归纳总结,稀盐酸与氢氧化钠溶液发生无明显现象的反应不能从生成新物质的角度证明。这个反应的实质是有水生成,但反应溶液中有水,会对生成物水的检验造成干扰。
孙浩然立马提出质疑,难道不能检测生成物水分子数量增加吗?会不会有一种奇怪的仪器,可以测定反应前水分子的数量和反应后水分子的数量并进行对比,如果水分子个数增加,就可以证明了呀。王祚裕同学也起来说出自己的方案:“如果我们先通过实验测量反应前溶液中水的质量,再来测量反应后溶液中水的质量,再看看水的质量是否增加。”令人欣喜的是这两位同学能够从定量的角度去分析,不断地优化实验方案,思维非常活跃清晰!
","type":1},{"audio_music_id":0,"source":0,"text":"总之,本节复习课主要以学生为主体,真正放手给学生,让学生真正动起来。学生通过设计、评价、补充和改进实验方案,形成了生生互动,思想交流,思维碰撞,促进学生思维发展。以实验探究为载体,学生体验到宏观的实验现象,能从微观角度探析化学反应的本质,并以化学符号进行表征该反应,形成化学学科独特的思维方式,体现了“宏观辨识与微观探析”学科素养。同时,也培养了学生实验探究能力,促进学生“科学探究”化学学科素养落地。
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","type":1},{"audio_music_id":0,"img_height":1280,"img_width":720,"is_origin":false,"source":0,"source_platform":"local","text":"陈俞妥同学从生成物有水生成的角度进行设计了两个实验方案。她汇报实验方案,方案一:往盛有少量氢氧化钠溶液的试管中加入适量的稀盐酸,再加入适量氧化钙,最后加入无色酚酞溶液,若变红,则证明氢氧化钠溶液与稀盐酸反应;方案二:往盛有少量氢氧化钠溶液的试管中加入适量的稀盐酸,再通入二氧化碳气体,最后加入紫色石蕊溶液,若变红,则证明氢氧化钠溶液与稀盐酸反应。她用图示直观地表达了自己的方案设计,表达自然大方,思路非常清晰。
","type":3,"video_length":34,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/366631/1620429828050__jpg.heic","video_url":"https://md-mpvolc.meipian.me/users/366631/1620429816499.mp4"},{"audio_music_id":0,"source":0,"text":"李柏霖评价陈俞妥的实验方案:我觉得这个方案不可行。因为她从是否有水生成的角度证明两者是否发生反应,但是她忽略了一点,反应前溶液中也有水呀,会对生成水的检验造成干扰。
","type":1},{"audio_music_id":0,"img_height":1280,"img_width":720,"is_origin":false,"source":0,"source_platform":"local","text":"李柏霖同学汇报自己设计的实验方案:往盛有少量的氢氧化钠溶液的试管中加入足量稀盐酸,再加入少量的硝酸银溶液,若有白色沉淀,则氢氧化钠溶液与稀盐酸反应。
","type":3,"video_length":27,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/366631/1620429853044__jpg.heic","video_url":"https://md-mpvolc.meipian.me/users/366631/1620429843694.mp4"},{"audio_music_id":0,"img_height":1280,"img_width":720,"is_origin":false,"source":0,"source_platform":"local","text":"莫玉婷汇报自己设计的实验方案:往盛有少量的氢氧化钠溶液的试管中加入适量稀盐酸,再加入少量的硝酸银溶液,若有白色沉淀,则氢氧化钠溶液与稀盐酸反应。
","type":3,"video_length":11,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/366631/1620429873227__jpg.heic","video_url":"https://md-mpvolc.meipian.me/users/366631/1620429868476.mp4"},{"audio_music_id":0,"img_height":1280,"img_width":720,"is_origin":false,"source":0,"source_platform":"local","text":"当李柏霖同学汇报了自己的实验方案之后并没有走下去,莫玉婷同学一上来就直接质问他,你加入足量的稀盐酸是什么意思?李柏霖说刚好反应或者可能会剩余,莫玉婷说,既然会剩余,剩余的稀盐酸也会和硝酸银溶液反应产生沉淀,你觉得你的方案是否可行?他们俩最后一致认为:将足量的稀盐酸改成少量的稀盐酸。可没有想到的是他俩进行了有效地互动,完全把我们当成了空气而笑翻了全场,被他俩的互动所吸引,慢慢地安静下来并认真地倾听。今天的化学课堂因你们积极的参与而充满了欢乐,笑点爆增,收获到完全意想不到的惊喜!感谢你们的精彩表现!👍👍👍
","type":3,"video_length":135,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/366631/1620429929043__jpg.heic","video_url":"https://md-mpvolc.meipian.me/users/366631/1620429891446.mp4"},{"audio_music_id":0,"source":0,"text":"黄裕和陈紫萱俩人一致认为,此方案可行。因为足量的氢氧化钠溶液与少量的稀盐酸发生反应,会把稀盐酸反应完了,是生成的氯化钠与硝酸银溶液发生反应生成白色沉淀,从而证明两者发生反应。
","type":1},{"audio_music_id":0,"img_height":1280,"img_width":720,"is_origin":false,"source":0,"source_platform":"local","text":"何丹丹同学认为此方案不可行。首先,通过书写氢氧化钠溶液与稀盐酸反应的化学反应方程式;其次,从微观角度分析,稀盐酸会解离出氢离子和氯离子,氢氧化钠溶液会解离出钠离子和氢氧根离子,氢离子和氢氧根离子发生反应生成水,氯离子和钠离子形成氯化钠,氯化钠溶液会解离出钠离子和氯离子,反应后的氯离子也会与银离子反应生成白色沉淀,会造成干扰。
","type":3,"video_length":85,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/366631/1620429980459__jpg.heic","video_url":"https://md-mpvolc.meipian.me/users/366631/1620429957391.mp4"},{"audio_music_id":0,"img_height":1280,"img_width":720,"is_origin":false,"source":0,"source_platform":"local","text":"李柏霖同学从微观角度分析,稀盐酸会解离出氢离子和氯离子,氢氧化钠溶液会解离出钠离子和氢氧根离子,氢离子和氢氧根离子发生反应生成水,反应后也有氯离子,不知道是反应前溶液中的氯离子还是反应后溶液中的氯离子与银离子反应生成白色沉淀。
","type":3,"video_length":35,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/366631/1620430006866__jpg.heic","video_url":"https://md-mpvolc.meipian.me/users/366631/1620429995489.mp4"},{"audio_music_id":0,"source":0,"text":"全班的学生都非常赞同何丹丹和李柏霖的观点,一致认为方案不可行的原因是反应前溶液中有氯离子,反应后溶液中也有氯离子,无法确定是反应前溶液中的氯离子还是反应后溶液中的氯离子与硝酸银溶液中的银离子发生化学反应产生沉淀。同学们离真相是那么地近,就是无法跨越思维的障碍点时,我稍微地提示他们,从微观角度探析这个化学反应的实质,你就能揭开这个方案背后的奥秘。
","type":1},{"audio_music_id":0,"img_height":1280,"img_width":720,"is_origin":false,"source":0,"source_platform":"local","text":"黎泓锋从微观角度探析这个化学反应的本质,稀盐酸解离出氯离子和氢离子,氢氧化钠溶液解离出钠离子和氯离子,稀盐酸和氢氧化钠反应的实质是氢离子和氢氧根离子发生反应生成水分子,反应前后都有氯离子,氯离子压根就没有参加化学反应,始终都在水溶液中,从而认识到不能证明氯化钠的生成来证明两者是否发生反应。全班同学对黎泓锋说:“喔,不愧是科代表。”这让我想起来,我刚接手教你的时候,你才考63分,我让你当科代表,你却不愿意,你说:“我化学不行,当不了。”我开导你说:“我看到的是你的潜质和你的人品,分数不重要,我不是以分数来衡量你,也不是以分数来选择你。”你就勉勉强强地答应了,总是以为自己很差而没有自信,但随着你的努力和付出,当你取得进步时,你会对我说:“老师我进步了20多分,高兴地像个孩子似的。”完全逆袭成功,并得到同学们对你的认可!我想对你说:“你没有努力尝试过,你凭什么认为自己不行!”啊锋,加油!你是最棒的!!!👍👍👍
","type":3,"video_length":43,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/366631/1620429797686__jpg.heic","video_url":"https://md-mpvolc.meipian.me/users/366631/1620429783874.mp4"},{"audio_music_id":0,"source":0,"text":"最后,同学们进行归纳总结,稀盐酸与氢氧化钠溶液发生无明显现象的反应不能从生成新物质的角度证明。这个反应的实质是有水生成,但反应溶液中有水,会对生成物水的检验造成干扰。
孙浩然立马提出质疑,难道不能检测生成物水分子数量增加吗?会不会有一种奇怪的仪器,可以测定反应前水分子的数量和反应后水分子的数量并进行对比,如果水分子个数增加,就可以证明了呀。王祚裕同学也起来说出自己的方案:“如果我们先通过实验测量反应前溶液中水的质量,再来测量反应后溶液中水的质量,再看看水的质量是否增加。”令人欣喜的是这两位同学能够从定量的角度去分析,不断地优化实验方案,思维非常活跃清晰!
","type":1},{"audio_music_id":0,"source":0,"text":"总之,本节复习课主要以学生为主体,真正放手给学生,让学生真正动起来。学生通过设计、评价、补充和改进实验方案,形成了生生互动,思想交流,思维碰撞,促进学生思维发展。以实验探究为载体,学生体验到宏观的实验现象,能从微观角度探析化学反应的本质,并以化学符号进行表征该反应,形成化学学科独特的思维方式,体现了“宏观辨识与微观探析”学科素养。同时,也培养了学生实验探究能力,促进学生“科学探究”化学学科素养落地。
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