在目前化学概念的教学中,“一个定义,几项注意”的方法依然是很多教师的惯用做法,即对化学概念的定义反复推敲、字斟句酌,尽可能清晰地向学生展示化学概念的定义,并要求学生熟记定义内容。学生在学习化学概念时也偏离了其应有的方向,只是掌握了化学概念在语言层面上的定义,没有体验概念的生成过程,也没有联系已有的知识经验思考其生成过程,没有将概念与原有知识经验建立联系,因而无法感受概念的意义、建构真正的化学思维。针对这种现状,教师应在充分了解学生认识的基础上,改善教学策略,透析化学概念本质,帮助学生建构化学观念,促进化学概念的生成。本文主 In the current teaching of chemical concepts, the method of “one definition, a few notes” is still the usual practice of many teachers. That is, the definition of chemical concepts is repeatedly scrutinized and carefully selected to show students the definition of chemical concepts as clearly as possible , And require students to memorize the definition of content. Students learn from the concept of chemistry also deviated from its proper direction, but mastered the definition of the concept of chemistry at the language level, did not experience the concept of the formation process, nor in connection with the existing knowledge and experience to consider the generation process, not the concept With the original knowledge and experience to establish contact, and thus can not feel the meaning of the concept, to build a real chemical thinking. In view of this situation, teachers should make full use of the understanding of students, improve their teaching strategies, dialysis the essence of the concept of chemistry, help students construct the concept of chemistry and promote the formation of the concept of chemistry. This article main