Is it true" from CCTV 2, and students were immersed in classroom discussion. The teaching content contacted applications of "separation and purification of substance" in daily life and actual production. The teaching methods were based on experimental inquiry on important questions about principle transference, device improvement and instrument selection, strengthened students' participation and understanding, promoted students' development of cognition, thinking, and personality, and led students' learning from "knowledge-centered" to "construction of the concept"."/>
Record and Reflection on Fresh Teaching of "Separation and Purification of Substance"
Abstract Based on chemical ideas, this article mainly expounded design, process and reflection on fresh teaching of "separation and purification of substance" for senior high school students. The teaching design focused on innovation by imitating "Is it true" from CCTV 2, and students were immersed in classroom discussion. The teaching content contacted applications of "separation and purification of substance" in daily life and actual production. The teaching methods were based on experimental inquiry on important questions about principle transference, device improvement and instrument selection, strengthened students' participation and understanding, promoted students' development of cognition, thinking, and personality, and led students' learning from "knowledge-centered" to "construction of the concept".
