例如，在教学中，要贯彻理论联系实际的教学原则，融化学原理和规律于工农业生产实际和社会生活的应用中，一方面让学生了解学习化学知识的重要性，另一方面要用具体生动的事例向学生证明，在中国共产党的正确领导下，中国化学工业获得了飞跃发展，我国的化学科技工作者为社会主义现代化建设作出了重要贡献，取得了举世瞩目的伟大成就，以此激发学生热爱党、热爱社会主义的情感。在讲"元素化合物"内容时，可结合我国的丰富矿产资源及其开发利用的新成就，对学生进行国情、爱国主义情感。在实验教学中，要积极创造条件，指导学生认真操作、细心观察、大胆探索，培养学生严谨、求实、创造的科学品质，激发学生热爱科学的情感。
在化学教学中，对许多知识难点的分化，教师必须运用恰当的方法，做到深入浅出，让学生易学、易记。使学生在认知过程中，非但不感到艰涩、困苦，而且还能够饱尝成功学习的欢乐。
例如在高中化学"氧化--还原反应"这一难点教学中，有的教师采用对比、联想、浓缩、提炼等方法，使其中涉及的氧化与还原、氧化剂与还原剂、化合价升高与降低、电子得与失等诸多概念，清晰、明了地被学生所理解和接受，学生感到的不是这部分知识的杂乱、难记，而是有序、有理、有趣，特别是可让学生从对比中领悟到"对立统一"、"物质不灭"等闪耀人类智慧之光的辩证唯物主义思想，锤炼学生的科学思维，提高学生的认识能力。在化学教学中培养学生的独立学习能力对于提高学生的学习兴趣是非常重要的。要求教师必须善于探索，积极改进教学方法，做到寓学法训练于教学之中。
例如，在上述提及的"盐类的水解"教学中，可先以"探讨醋酸钠溶液呈碱性的原因"为范例，通过设计一系列富有启发性、逐步递进的问题，引导学生循着一条清晰的逻辑思路，积极思维，深入探索CH3COONa的水解过程，使学生认识到：CH3COO－与H2O电离产生的H+结合成弱电解质CH3COOH，引起H2O的电离平衡向右移动而导致溶液中［H+］＜［OH－］。然后，启发学生由此及彼地独立探索NH4Cl等其它类盐溶液呈不同酸碱性的原因，在此基础上总结、概括出"盐类的水解"实质。在这样的教学过程中，成功之处就在于运用典型范例，指导思想方法，培养学生分析问题、解决问题的能力，促使学生逐步学会学习，增强学好化学的信心。
例如，在讲述"电子云"时，教师可以运用投影叠加法，将氢原子的电子云图直观、形象地展现在屏幕上，创设一幕微观世界的情境，引导学生愉快"入境"，领略原子结构的奥秘。在这样的情境中，学生会情不自禁地产生探索的欲望，就可在好奇与欣喜中直观地理解原本抽象的"电子云"概念。又如，在"盐类的水解"教学中，针对"盐溶液是否都呈中性"的问题，可创设实验探索的情境：将分别盛有NaCl、CH3COONa、NH4Cl三种盐溶液的烧杯置于学生面前，先让学生推断它们的酸碱性，然后引导学生用PH试纸或紫色石蕊试液测试、验证，让学生在主动参与、亲自实践中发现问题，形成认知冲突：盐不能电离出H+或OH－，为什么有的盐溶液却会呈现酸性或碱性？由此激起学生的探索热情。在教学中还可创设演讲、悬念、试误、竞答等情境，激发学生强烈的求知欲望。
第二节：完形填空(共20 小题；每小题1分，满分20分)
Children find meanings in their old family tales.
When Stephen Guyer’s three children were growing up, he told them stories about how his grandfather, a banker, 33 all in the 1930s, but did not lose sight of what he valued most. In one of the darkest times 34 his strong-minded grandfather was nearly 35 , he loaded his family into the car and 36 them to see family members in Canada with a 37 ,“there are more important thins in life than money. ”
The 38 took on a new meaning recently when Mr. Guyer downsized to a 39 house from a more expensive and comfortable one. He was 40 that his children ,a daughter, 15, and twins, 22, would be upset. To his surprise, they weren’t. 41 , their reaction echoed (共鸣) their great-grandfather’s. What they 42 was how warm the people were in the house and how 43 of their heart was accessible.
Many parents are finding family stories have surprising power to help children 44 hard times. Storytelling expects say the phenomenon reflects a growing 45 in telling tales, evidenced by a rise in a storytelling events and festivals.
A university 46 of 65 families with children aged from 14 to 16 found kids’ ability to 47 parents’ stories was linked to a lower rate of anger and anxiety.
The 48 is telling the stories in a way children can 49 . We’re not talking here about the kind of story that 50 , “When I was a kid, I walked to school every day uphill both ways, barefoot in the snow. ” Instead, we should choose a story suited to the child’s 51 , and make eye contact(接触)to create “a personal experience”. We don’t have to tell children5u 52 they should take from the story and what the moral is . ”
33. A. missed B. lost C. forgot D. ignored
34. A. when B. while C. how D. why
35. A. friendless B. worthless C. penniless D. homeless
36. A fetched B. allowed C. expected D. took
37. A. hope B. promise C. suggestion D. belief
38. A. tale B. agreement C. arrangement D. report
39. A. large B. small C. new D. grand
40. A. surprised B. annoyed C. disappointed D. worried
41. A. Therefore B. Besides C. Instead D. Otherwise
42. A. talked about B. cared about C. wrote about D. heard about
43. A. much B. many C. little D. few
44. A. beyond B. over C. behind D. through
45. A. argument B. skill C. interest D. anxiety
46. A. study B. design C. committee D. staff
47. A. provide B. retell C. support D. refuse
48. A. trouble B. gift C. fact D. trick
49. A. perform B. write C. hear D. question
50. A. means B. ends C. begins D. proves
51. A. needs B. activities C. judgments D. habits
52. A. that B. what C. which D. whom