摘(zhai)要：在(zai)化(hua)(hua)學(xue)品(pin)產(chan)業(ye)中，相當一(yi)部分化(hua)(hua)學(xue)產(chan)品(pin)具有有毒有害、放射性、易燃易爆等特(te)點，若在(zai)危險化(hua)(hua)學(xue)品(pin)生(sheng)產(chan)、運輸(shu)、儲存過程中稍(shao)有不慎，就(jiu)會對環境與人(ren)類安(an)全造成(cheng)損害。鑒(jian)于此，本文將(jiang)探究(jiu)危險化(hua)(hua)學(xue)品(pin)企業(ye)安(an)全培訓(xun)管(guan)理(li)，以期全面促(cu)進危險化(hua)(hua)學(xue)品(pin)企業(ye)健康、穩(wen)定(ding)發(fa)展。

關(guan)鍵詞：安全培訓；危險(xian)化學(xue)品(pin)；管理

相關統計數(shu)據顯示，約(yue)90%以上的安(an)全事故是(shi)工(gong)作人員安(an)全技能不足(zu)、安(an)全意(yi)識不高等(deng)導致的。強化危險化學品安(an)全培訓管理(li)，具(ju)有重要的指(zhi)導意(yi)義。

1危險化學品的概念

《危(wei)險化學(xue)(xue)品安全(quan)管理條例》(國務(wu)院令第591號)中(zhong)稱危(wei)險化學(xue)(xue)品，是指具(ju)有毒害、腐蝕、爆炸、燃燒、助(zhu)燃等性質(zhi)，對人體、設施、環境具(ju)有危(wei)害的劇毒化學(xue)(xue)品和(he)其他化學(xue)(xue)品。

2危險化學品企業安全培訓、健康管理對策

今年(nian)(nian)已(yi)經(jing)是(shi)我省(sheng)進(jin)入基礎教(jiao)育課(ke)(ke)程改革的(de)(de)第(di)(di)十個年(nian)(nian)頭了(le)，新課(ke)(ke)程教(jiao)師(shi)培(pei)訓(xun)(xun)已(yi)不是(shi)新話(hua)題(ti)(ti)，化(hua)學(xue)(xue)(xue)(xue)教(jiao)師(shi)們都(dou)或(huo)多或(huo)少(shao)地參加過(guo)新課(ke)(ke)程的(de)(de)集中(zhong)(zhong)培(pei)訓(xun)(xun)，或(huo)是(shi)遠程培(pei)訓(xun)(xun)，但其(qi)中(zhong)(zhong)關于化(hua)學(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)教(jiao)師(shi)的(de)(de)培(pei)訓(xun)(xun)卻非常(chang)少(shao)，訪談中(zhong)(zhong)了(le)解到我省(sheng)一(yi)些地區已(yi)經(jing)很多年(nian)(nian)沒有(you)專(zhuan)門舉(ju)辦(ban)過(guo)針(zhen)對化(hua)學(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)教(jiao)師(shi)的(de)(de)培(pei)訓(xun)(xun)活動。然而，化(hua)學(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)教(jiao)師(shi)是(shi)中(zhong)(zhong)學(xue)(xue)(xue)(xue)化(hua)學(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)教(jiao)學(xue)(xue)(xue)(xue)中(zhong)(zhong)具有(you)重(zhong)要作(zuo)用的(de)(de)從(cong)(cong)教(jiao)人員(yuan)，一(yi)名稱(cheng)職的(de)(de)化(hua)學(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)教(jiao)師(shi)是(shi)保證(zheng)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)順利開出，完成化(hua)學(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)教(jiao)學(xue)(xue)(xue)(xue)的(de)(de)重(zhong)要保證(zheng)，因此隨著課(ke)(ke)改的(de)(de)深(shen)入，化(hua)學(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)教(jiao)師(shi)的(de)(de)培(pei)訓(xun)(xun)工作(zuo)已(yi)經(jing)變得十分重(zhong)要。恰逢今年(nian)(nian)我省(sheng)得到了(le)教(jiao)育部(bu)“國培(pei)計劃—中(zhong)(zhong)西部(bu)項(xiang)目(mu)”的(de)(de)支持，由(you)我校承辦(ban)“云南省(sheng)初中(zhong)(zhong)化(hua)學(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)教(jiao)師(shi)短期培(pei)訓(xun)(xun)”項(xiang)目(mu)。由(you)于我們也是(shi)第(di)(di)一(yi)次(ci)舉(ju)辦(ban)這樣的(de)(de)培(pei)訓(xun)(xun)，經(jing)驗(yan)(yan)(yan)(yan)(yan)尚淺，經(jing)過(guo)調研(yan)和(he)分析(xi)，我們研(yan)制(zhi)了(le)初步培(pei)訓(xun)(xun)方案，設(she)置了(le)以專(zhuan)題(ti)(ti)為主(zhu)的(de)(de)教(jiao)學(xue)(xue)(xue)(xue)內(nei)容，在實(shi)(shi)(shi)(shi)(shi)施培(pei)訓(xun)(xun)的(de)(de)過(guo)程中(zhong)(zhong)，通過(guo)及時反(fan)饋(kui)調整(zheng)課(ke)(ke)程，盡量使培(pei)訓(xun)(xun)工作(zuo)貼(tie)近化(hua)學(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)教(jiao)師(shi)的(de)(de)實(shi)(shi)(shi)(shi)(shi)際，希望學(xue)(xue)(xue)(xue)員(yuan)從(cong)(cong)認識(shi)和(he)工作(zuo)水平上都(dou)有(you)所(suo)提(ti)升。同時在培(pei)訓(xun)(xun)過(guo)程中(zhong)(zhong)通過(guo)問(wen)卷(juan)和(he)訪談也發現了(le)本次(ci)培(pei)訓(xun)(xun)任務(wu)存(cun)在一(yi)些問(wen)題(ti)(ti)，為了(le)保證(zheng)以后(hou)培(pei)訓(xun)(xun)的(de)(de)實(shi)(shi)(shi)(shi)(shi)效性(xing)，本文通過(guo)對存(cun)在問(wen)題(ti)(ti)的(de)(de)分析(xi)，提(ti)出了(le)建(jian)議和(he)對策。

1培訓方案制定

1.1前期調研

為(wei)(wei)了更有(you)針對性(xing)地(di)設(she)(she)計(ji)本(ben)期(qi)培(pei)(pei)訓(xun)的(de)(de)(de)培(pei)(pei)訓(xun)方案及課(ke)(ke)程，專(zhuan)(zhuan)家組通(tong)(tong)過問(wen)(wen)(wen)卷調(diao)(diao)查、訪談(tan)等方式，對全省(sheng)近30個州縣農(nong)(nong)(nong)村(cun)地(di)區(qu)的(de)(de)(de)初中(zhong)(zhong)(zhong)化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)進(jin)行調(diao)(diao)研(yan)(yan)(yan)，調(diao)(diao)研(yan)(yan)(yan)結果顯(xian)(xian)(xian)示(shi)：80%以(yi)上農(nong)(nong)(nong)村(cun)中(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)沒(mei)有(you)設(she)(she)專(zhuan)(zhuan)職實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)；50%農(nong)(nong)(nong)村(cun)中(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)不(bu)能(neng)按課(ke)(ke)程標準要求(qiu)開出分組實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)。由于(yu)沒(mei)有(you)專(zhuan)(zhuan)職實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)，實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)室(shi)(shi)管(guan)理(li)很(hen)(hen)混亂(luan)，化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)自(zi)己(ji)準備實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)來(lai)(lai)上課(ke)(ke)，實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)變成“良心工程”，憑良心和(he)責(ze)任心來(lai)(lai)對待(dai)化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)，因(yin)(yin)此許多(duo)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校的(de)(de)(de)化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)就是“說實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)”和(he)“畫(hua)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)”；其次化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)與(yu)探(tan)究(jiu)(jiu)性(xing)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)的(de)(de)(de)關系處理(li)不(bu)到位(wei)，許多(duo)農(nong)(nong)(nong)村(cun)中(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)對化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)，尤其是如何在實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)中(zhong)(zhong)(zhong)培(pei)(pei)養學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)探(tan)究(jiu)(jiu)能(neng)力(li)的(de)(de)(de)問(wen)(wen)(wen)題(ti)(ti)重視(shi)不(bu)夠，新課(ke)(ke)程的(de)(de)(de)理(li)念也得不(bu)到真正的(de)(de)(de)落(luo)實(shi)(shi)(shi)(shi)(shi)；而(er)且有(you)一(yi)部(bu)分化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)動手能(neng)力(li)和(he)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)設(she)(she)計(ji)及實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)改進(jin)能(neng)力(li)較(jiao)弱，對教(jiao)(jiao)(jiao)(jiao)(jiao)材中(zhong)(zhong)(zhong)許多(duo)疑難(nan)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)沒(mei)有(you)辦法做出應(ying)有(you)的(de)(de)(de)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)現(xian)象和(he)效果，但不(bu)知道問(wen)(wen)(wen)題(ti)(ti)的(de)(de)(de)出處，也不(bu)知道如何改進(jin)。調(diao)(diao)研(yan)(yan)(yan)信息還顯(xian)(xian)(xian)示(shi)，中(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)非(fei)(fei)所(suo)(suo)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)、學(xue)(xue)(xue)(xue)(xue)(xue)(xue)非(fei)(fei)所(suo)(suo)教(jiao)(jiao)(jiao)(jiao)(jiao)的(de)(de)(de)問(wen)(wen)(wen)題(ti)(ti)很(hen)(hen)嚴重，學(xue)(xue)(xue)(xue)(xue)(xue)(xue)歷水平普(pu)遍(bian)不(bu)高，教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)專(zhuan)(zhuan)業素質(zhi)不(bu)能(neng)滿足新課(ke)(ke)改的(de)(de)(de)要求(qiu)。此外農(nong)(nong)(nong)村(cun)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)由于(yu)各種原因(yin)(yin)的(de)(de)(de)影響，教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)職業倦怠(dai)感也很(hen)(hen)明(ming)顯(xian)(xian)(xian)。根據調(diao)(diao)研(yan)(yan)(yan)信息，我(wo)們(men)確定了本(ben)次培(pei)(pei)訓(xun)的(de)(de)(de)目標：通(tong)(tong)過短期(qi)集(ji)中(zhong)(zhong)(zhong)培(pei)(pei)訓(xun)（專(zhuan)(zhuan)題(ti)(ti)講座(zuo)、參與(yu)式交流和(he)實(shi)(shi)(shi)(shi)(shi)踐(jian)訓(xun)練(lian)）、遠程學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)與(yu)跟蹤指(zhi)導、在崗實(shi)(shi)(shi)(shi)(shi)踐(jian)研(yan)(yan)(yan)修等方式，針對性(xing)地(di)解(jie)決(jue)基層(ceng)中(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)普(pu)遍(bian)存在和(he)迫切(qie)需要解(jie)決(jue)的(de)(de)(de)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)問(wen)(wen)(wen)題(ti)(ti)；以(yi)中(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)問(wen)(wen)(wen)題(ti)(ti)為(wei)(wei)中(zhong)(zhong)(zhong)心、以(yi)中(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)教(jiao)(jiao)(jiao)(jiao)(jiao)材中(zhong)(zhong)(zhong)疑難(nan)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)為(wei)(wei)載體，培(pei)(pei)養一(yi)批(pi)具有(you)中(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)室(shi)(shi)管(guan)理(li)能(neng)力(li)、化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)設(she)(she)計(ji)和(he)創新能(neng)力(li)、能(neng)指(zhi)導學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)進(jin)行探(tan)究(jiu)(jiu)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)和(he)開展研(yan)(yan)(yan)究(jiu)(jiu)性(xing)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)的(de)(de)(de)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)，使他們(men)在推進(jin)素質(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)育和(he)落(luo)實(shi)(shi)(shi)(shi)(shi)新課(ke)(ke)改教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)中(zhong)(zhong)(zhong)發揮骨干示(shi)范作用(yong)，從而(er)顯(xian)(xian)(xian)著(zhu)提高云南(nan)省(sheng)農(nong)(nong)(nong)村(cun)基層(ceng)化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)隊(dui)伍素質(zhi)。

1.2課程設置

根據培訓目(mu)標我(wo)(wo)們設(she)(she)定了(le)(le)(le)以下四個(ge)模塊(kuai)的(de)培訓內容：模塊(kuai)一———教(jiao)(jiao)(jiao)育(yu)理(li)念與(yu)教(jiao)(jiao)(jiao)師專業發展；模塊(kuai)二———初(chu)中(zhong)(zhong)(zhong)(zhong)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)室管理(li)和實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)的(de)理(li)論與(yu)實(shi)(shi)(shi)踐；模塊(kuai)三———初(chu)中(zhong)(zhong)(zhong)(zhong)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)研究；模塊(kuai)四———現代(dai)教(jiao)(jiao)(jiao)育(yu)技術在實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)中(zhong)(zhong)(zhong)(zhong)的(de)應用。其中(zhong)(zhong)(zhong)(zhong)模塊(kuai)一，安(an)排了(le)(le)(le)初(chu)中(zhong)(zhong)(zhong)(zhong)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)課(ke)(ke)(ke)程(cheng)標準解(jie)讀、化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)改(gai)革新視野、教(jiao)(jiao)(jiao)師職業倦怠及自我(wo)(wo)調(diao)試等(deng)(deng)幾個(ge)專題(ti)講座(zuo)，通過(guo)專家講解(jie)與(yu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)員(yuan)(yuan)(yuan)互(hu)動的(de)方式，讓學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)員(yuan)(yuan)(yuan)真正地體(ti)(ti)會新課(ke)(ke)(ke)程(cheng)理(li)念，并(bing)(bing)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)會調(diao)試自己。模塊(kuai)二，結合(he)我(wo)(wo)省中(zhong)(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)室的(de)實(shi)(shi)(shi)際情況，介紹實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)室科學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)管理(li)、實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)室的(de)安(an)全(quan)防護與(yu)環境保(bao)護，并(bing)(bing)且和學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)員(yuan)(yuan)(yuan)進一步探討如何使中(zhong)(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)室更好(hao)地為教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)服務等(deng)(deng)相關問題(ti)，同(tong)時開設(she)(she)了(le)(le)(le)中(zhong)(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)中(zhong)(zhong)(zhong)(zhong)簡單玻璃儀器的(de)制(zhi)作實(shi)(shi)(shi)操課(ke)(ke)(ke)。模塊(kuai)三，安(an)排了(le)(le)(le)一線教(jiao)(jiao)(jiao)師為學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)員(yuan)(yuan)(yuan)展示(shi)基于新課(ke)(ke)(ke)程(cheng)理(li)念的(de)實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)設(she)(she)計與(yu)創(chuang)新、科學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)探究與(yu)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)等(deng)(deng)專題(ti)，同(tong)時選擇部分中(zhong)(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)疑難實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)、趣味實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)、微型實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)等(deng)(deng)讓學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)員(yuan)(yuan)(yuan)分組做實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)，并(bing)(bing)安(an)排學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)員(yuan)(yuan)(yuan)到實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)條件相對較好(hao)的(de)中(zhong)(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)參觀交流。模塊(kuai)四，安(an)排了(le)(le)(le)多媒體(ti)(ti)在中(zhong)(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)中(zhong)(zhong)(zhong)(zhong)的(de)應用專題(ti)，主要(yao)從(cong)課(ke)(ke)(ke)件制(zhi)作，實(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)視頻(pin)錄制(zhi)、剪切，動畫(hua)制(zhi)作與(yu)應用等(deng)(deng)方面來提(ti)高學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)員(yuan)(yuan)(yuan)多媒體(ti)(ti)操作運用能力。

通過(guo)緊張有序的(de)學習，交流、研討、評論等對這次課程培(pei)(pei)訓有了(le)全新的(de)認識，對之(zhi)前的(de)一些疑(yi)惑和迷茫有了(le)深刻的(de)答案。同(tong)時也(ye)“被(bei)迫(po)”對自己(ji)的(de)心態和角色進行(xing)了(le)調(diao)整——原先(xian)想(xiang)既(ji)然是遠(yuan)程培(pei)(pei)訓，也(ye)不會很緊張，可是從培(pei)(pei)訓的(de)第一天起，就體會到了(le)——放松一下的(de)想(xiang)法都(dou)讓(rang)這每天的(de)聽(ting)、想(xiang)、寫等無形的(de)壓(ya)力趕的(de)無影無蹤。培(pei)(pei)訓真的(de)是既(ji)太緊張太辛苦!

在聽了(le)各位專家(jia)的講座和(he)視頻學習中(zhong)：不但豐富(fu)了(le)我(wo)的理論知識，讓我(wo)對新課程改革后的高中(zhong)化學教學工作有(you)了(le)更深一層的領悟，真(zhen)是“聽君(jun)一席(xi)話，勝讀十年書”。

可以(yi)說，在研(yan)修學習的(de)這些(xie)日子。每一天對(dui)于我(wo)來說都(dou)有(you)(you)觸動(dong)，無論從形式還是(shi)從內(nei)容上(shang)都(dou)讓我(wo)學到了(le)很多知(zhi)識，有(you)(you)著不(bu)同尋(xun)常的(de)意義,也有(you)(you)一些(xie)感悟.

經過(guo)這一個階段的高(gao)中化(hua)學(xue)(xue)新課程(cheng)培訓，使(shi)我受(shou)益匪淺，感受(shou)很多(duo)。總(zong)的說來通過(guo)緊張而又認(ren)真的學(xue)(xue)習(xi)所獲(huo)得的感想與(yu)心(xin)得體(ti)會可概括為以下(xia)幾(ji)點：

1.課(ke)改必須更新教(jiao)師(shi)觀(guan)念。課(ke)程(cheng)改革(ge)(ge)的(de)(de)最高境界是教(jiao)師(shi)觀(guan)念的(de)(de)提升。教(jiao)師(shi)作為課(ke)改的(de)(de)執(zhi)行者(zhe)，決定(ding)著(zhu)這(zhe)場教(jiao)育變革(ge)(ge)的(de)(de)成(cheng)敗。因此廣大教(jiao)師(shi)參與各級培(pei)訓，優化(hua)校本教(jiao)研，自覺(jue)發(fa)展專業素養(yang)和教(jiao)學(xue)(xue)(xue)(xue)(xue)藝(yi)術，力(li)求(qiu)以課(ke)程(cheng)改革(ge)(ge)的(de)(de)新理念規范優化(hua)教(jiao)學(xue)(xue)(xue)(xue)(xue)行為；另一方面科學(xue)(xue)(xue)(xue)(xue)認識(shi)和處理推進課(ke)程(cheng)改革(ge)(ge)以及實際(ji)教(jiao)學(xue)(xue)(xue)(xue)(xue)時(shi)的(de)(de)矛盾(dun)，處理新舊教(jiao)學(xue)(xue)(xue)(xue)(xue)方法和教(jiao)學(xue)(xue)(xue)(xue)(xue)觀(guan)念的(de)(de)矛盾(dun)。

隨著新課程的(de)(de)(de)推行，教(jiao)(jiao)(jiao)師(shi)(shi)要調整自己的(de)(de)(de)角色，改(gai)變傳統的(de)(de)(de)教(jiao)(jiao)(jiao)育(yu)方式。新課改(gai)讓教(jiao)(jiao)(jiao)師(shi)(shi)從知(zhi)識的(de)(de)(de)“權威”變成學(xue)(xue)生學(xue)(xue)習(xi)的(de)(de)(de)促進(jin)者、組織者，從“以(yi)教(jiao)(jiao)(jiao)師(shi)(shi)為(wei)(wei)中心”到(dao)“以(yi)學(xue)(xue)生為(wei)(wei)中心”，每(mei)位老師(shi)(shi)心理(li)都承受著巨大的(de)(de)(de)心理(li)落差(cha)。在新課程實(shi)(shi)施(shi)中教(jiao)(jiao)(jiao)師(shi)(shi)可(ke)以(yi)實(shi)(shi)現自身(shen)發展，而(er)教(jiao)(jiao)(jiao)師(shi)(shi)的(de)(de)(de)發展又將構成新課程實(shi)(shi)施(shi)的(de)(de)(de)條件。我們的(de)(de)(de)課改(gai)不是細枝(zhi)末(mo)節的(de)(de)(de)小(xiao)變化，而(er)是教(jiao)(jiao)(jiao)育(yu)體制(zhi)和教(jiao)(jiao)(jiao)育(yu)觀念(nian)的(de)(de)(de)根(gen)本性變革。

一(yi)、統一(yi)思想，確保責任到位

清理規范行(xing)政(zheng)審批(pi)事(shi)項，是(shi)(shi)進(jin)一步解放(fang)(fang)思想，加快政(zheng)府職能轉變(bian)、優化(hua)**經濟社會(hui)發展環境的(de)(de)(de)(de)大局需要，是(shi)(shi)嚴格依法行(xing)政(zheng)的(de)(de)(de)(de)重要舉措，是(shi)(shi)實現安全生(sheng)(sheng)產監管“關口(kou)前移、重心下(xia)移”的(de)(de)(de)(de)實際(ji)步驟(zou)。全省(sheng)從事(shi)危化(hua)監管的(de)(de)(de)(de)同(tong)志(zhi)，一定要站在全局的(de)(de)(de)(de)高(gao)度(du)，充(chong)(chong)分認(ren)識精(jing)簡省(sheng)級行(xing)政(zheng)審批(pi)事(shi)項工作(zuo)的(de)(de)(de)(de)重大意義，充(chong)(chong)分明(ming)確(que)隨著省(sheng)級行(xing)政(zheng)審批(pi)事(shi)項的(de)(de)(de)(de)下(xia)放(fang)(fang)和(he)(he)委托實施(shi)，設區(qu)市、縣兩級安全生(sheng)(sheng)產行(xing)政(zheng)審批(pi)權力范圍擴大了(le)，但責任(ren)更重了(le)，要求更高(gao)了(le)，務必請(qing)各(ge)設區(qu)市、縣（市、區(qu)）負責危化(hua)監管的(de)(de)(de)(de)同(tong)志(zhi)，認(ren)真學(xue)習(xi)領(ling)會(hui)省(sheng)局的(de)(de)(de)(de)《通知(zhi)》精(jing)神(shen)和(he)(he)這次業務培訓(xun)的(de)(de)(de)(de)統一部署，明(ming)確(que)下(xia)放(fang)(fang)、委托事(shi)項，明(ming)確(que)工作(zuo)流程，明(ming)確(que)有(you)關要求，加強溝(gou)通，通力合作(zuo)，使下(xia)放(fang)(fang)、委托工作(zuo)實現“無縫對(dui)接”。

二、規范程序(xu)，確保實施到位

設(she)區市、縣(xian)（市、區）安(an)監部(bu)門要嚴格依(yi)照《行政(zheng)許可法(fa)》和省(sheng)局(ju)的(de)《通知》要求(qiu)，進一步規范(fan)危(wei)化(hua)安(an)全生(sheng)產下(xia)放、委(wei)托項目實(shi)施(shi)的(de)內容、條件、標準、程(cheng)序、流程(cheng)和時限。

一是規范實(shi)(shi)施(shi)(shi)下(xia)(xia)放(fang)項目(mu)。根(gen)據省(sheng)政府的(de)(de)(de)《決定》和省(sheng)局的(de)(de)(de)《通知》要求(qiu)，“甲種經(jing)營(ying)許可(ke)(ke)證中的(de)(de)(de)民營(ying)加油站的(de)(de)(de)許可(ke)(ke)下(xia)(xia)放(fang)至設(she)區(qu)市(shi)(shi)安(an)監(jian)管理(li)部(bu)(bu)門；除乙種經(jing)營(ying)許可(ke)(ke)證的(de)(de)(de)氣體(ti)經(jing)營(ying)單位(wei)、有倉庫的(de)(de)(de)經(jing)營(ying)單位(wei)的(de)(de)(de)許可(ke)(ke)外，其余門面(mian)、店面(mian)的(de)(de)(de)許可(ke)(ke)下(xia)(xia)放(fang)縣級安(an)監(jian)部(bu)(bu)門”。上述(shu)下(xia)(xia)放(fang)項目(mu)的(de)(de)(de)實(shi)(shi)施(shi)(shi)主體(ti)是設(she)區(qu)市(shi)(shi)和縣級安(an)監(jian)部(bu)(bu)門，對(dui)實(shi)(shi)施(shi)(shi)的(de)(de)(de)法(fa)律(lv)后果負責(ze)。市(shi)(shi)、縣兩級負責(ze)危化監(jian)管業(ye)務的(de)(de)(de)同志，對(dui)下(xia)(xia)放(fang)項目(mu)的(de)(de)(de)審批依(yi)據、標準、程(cheng)序、流(liu)程(cheng)和時限要盡(jin)(jin)快(kuai)(kuai)熟悉，組織對(dui)口業(ye)務培訓，加強業(ye)務指導，盡(jin)(jin)快(kuai)(kuai)進行下(xia)(xia)放(fang)項目(mu)的(de)(de)(de)實(shi)(shi)施(shi)(shi)工作。

二是規范(fan)實(shi)施(shi)委(wei)托(tuo)(tuo)(tuo)(tuo)(tuo)項(xiang)(xiang)(xiang)目(mu)(mu)。根據省政(zheng)府的(de)《決定》和(he)(he)省局的(de)《通知》要求，“在(zai)危(wei)(wei)化(hua)建(jian)(jian)設(she)(she)項(xiang)(xiang)(xiang)目(mu)(mu)安(an)全設(she)(she)施(shi)設(she)(she)計(ji)審(shen)(shen)查(cha)方面，投(tou)資(zi)額1000萬(wan)(wan)至(zhi)4000萬(wan)(wan)元生(sheng)產(chan)、儲存(cun)和(he)(he)使(shi)用危(wei)(wei)險(xian)(xian)(xian)化(hua)學(xue)(xue)品(pin)的(de)建(jian)(jian)設(she)(she)項(xiang)(xiang)(xiang)目(mu)(mu)，投(tou)資(zi)額1000萬(wan)(wan)至(zhi)5000萬(wan)(wan)元的(de)其(qi)他高(gao)危(wei)(wei)險(xian)(xian)(xian)和(he)(he)安(an)全風(feng)險(xian)(xian)(xian)較大(da)(da)的(de)項(xiang)(xiang)(xiang)目(mu)(mu)許(xu)(xu)可，委(wei)托(tuo)(tuo)(tuo)(tuo)(tuo)至(zhi)設(she)(she)區市安(an)監(jian)部(bu)(bu)門審(shen)(shen)查(cha)；在(zai)危(wei)(wei)化(hua)建(jian)(jian)設(she)(she)項(xiang)(xiang)(xiang)目(mu)(mu)安(an)全設(she)(she)施(shi)竣(jun)工(gong)驗收方面，投(tou)資(zi)額1000萬(wan)(wan)至(zhi)4000萬(wan)(wan)元生(sheng)產(chan)、儲存(cun)和(he)(he)使(shi)用危(wei)(wei)險(xian)(xian)(xian)化(hua)學(xue)(xue)品(pin)的(de)建(jian)(jian)設(she)(she)項(xiang)(xiang)(xiang)目(mu)(mu)，投(tou)資(zi)額1000萬(wan)(wan)至(zhi)5000萬(wan)(wan)元的(de)其(qi)他高(gao)危(wei)(wei)險(xian)(xian)(xian)和(he)(he)安(an)全風(feng)險(xian)(xian)(xian)較大(da)(da)的(de)項(xiang)(xiang)(xiang)目(mu)(mu)許(xu)(xu)可，委(wei)托(tuo)(tuo)(tuo)(tuo)(tuo)至(zhi)設(she)(she)區市安(an)監(jian)部(bu)(bu)門驗收；非(fei)藥品(pin)類(lei)（一類(lei)）易(yi)制毒化(hua)學(xue)(xue)品(pin)經營(ying)許(xu)(xu)可，委(wei)托(tuo)(tuo)(tuo)(tuo)(tuo)設(she)(she)區市安(an)監(jian)管理(li)部(bu)(bu)門許(xu)(xu)可；還(huan)有設(she)(she)立(li)危(wei)(wei)化(hua)品(pin)生(sheng)產(chan)、儲存(cun)企業審(shen)(shen)批(pi)，除省局保留的(de)外，其(qi)余項(xiang)(xiang)(xiang)目(mu)(mu)的(de)許(xu)(xu)可委(wei)托(tuo)(tuo)(tuo)(tuo)(tuo)設(she)(she)區市安(an)監(jian)管理(li)部(bu)(bu)門許(xu)(xu)可”等(deng)，對委(wei)托(tuo)(tuo)(tuo)(tuo)(tuo)的(de)項(xiang)(xiang)(xiang)目(mu)(mu)，省局很快(kuai)將與有關設(she)(she)區市安(an)監(jian)局簽訂委(wei)托(tuo)(tuo)(tuo)(tuo)(tuo)書，明確委(wei)托(tuo)(tuo)(tuo)(tuo)(tuo)權(quan)(quan)限，雙方責任和(he)(he)義務等(deng)。委(wei)托(tuo)(tuo)(tuo)(tuo)(tuo)書簽訂后，各(ge)設(she)(she)區市安(an)監(jian)局業務科的(de)同志要熟悉危(wei)(wei)化(hua)委(wei)托(tuo)(tuo)(tuo)(tuo)(tuo)項(xiang)(xiang)(xiang)目(mu)(mu)許(xu)(xu)可的(de)法規、標(biao)準(zhun)、程(cheng)序、流程(cheng)和(he)(he)時(shi)(shi)限，及(ji)時(shi)(shi)做好委(wei)托(tuo)(tuo)(tuo)(tuo)(tuo)的(de)各(ge)項(xiang)(xiang)(xiang)承接(jie)工(gong)作(zuo)，保證委(wei)托(tuo)(tuo)(tuo)(tuo)(tuo)權(quan)(quan)限落實(shi)到(dao)位。

1分析一個典型實驗,闡明一類(lei)實驗規律

每(mei)一(yi)類(lei)(lei)實(shi)驗的(de)原(yuan)理、裝置、操作等方面(mian)(mian)總有(you)規律(lv)可循。因此我(wo)何在講每(mei)一(yi)類(lei)(lei)實(shi)驗中的(de)第一(yi)個(ge)實(shi)驗時,首先向學生分析這類(lei)(lei)實(shi)驗的(de)設計原(yuan)理和內容要求(qiu)。而后再指導學生親自動手完成實(shi)驗,在此基礎上師(shi)生通過(guo)(guo)分析、對比(bi),共同總結出這類(lei)(lei)實(shi)驗的(de)規律(lv),以(yi)(yi)期達到觸(chu)類(lei)(lei)旁通、舉(ju)一(yi)反(fan)三的(de)目的(de)。如通過(guo)(guo)“粗(cu)鹽的(de)提純(chun)”的(de)實(shi)驗,我(wo)們引導學生總結出制取純(chun)凈的(de)晶(jing)體物(wu)質的(de)實(shi)驗原(yuan)理和所需要的(de)基礎知識以(yi)(yi)及操作等方面(mian)(mian)的(de)規律(lv)。

2明確選擇儀(yi)(yi)器(qi)的原則,正(zheng)確選用儀(yi)(yi)器(qi)

實(shi)驗(yan)中(zhong),培養學生準確地(di)選(xuan)擇儀器,是保證實(shi)驗(yan)順(shun)利完成的前(qian)提之一。為此,我們從下述幾方面對學生進(jin)行指導。

2.1根據(ju)反(fan)應(ying)物(wu)(wu)和生成物(wu)(wu)的(de)(de)性質(zhi)、反(fan)應(ying)條件(jian)選擇儀器。初中化(hua)(hua)學(xue)(xue)教材里,討(tao)論化(hua)(hua)學(xue)(xue)反(fan)應(ying)的(de)(de)條件(jian)有(you):常溫、加熱、加壓、催化(hua)(hua)劑、光和電等(deng)。根據(ju)不同的(de)(de)反(fan)應(ying)條件(jian)、反(fan)應(ying)物(wu)(wu)的(de)(de)性質(zhi)來(lai)制(zhi)取新物(wu)(wu)質(zhi)時,所需(xu)要的(de)(de)儀器也就不完全相(xiang)同。因(yin)此,我們在初中化(hua)(hua)學(xue)(xue)講(jiang)氧氣(qi)(qi)(qi)(qi)的(de)(de)實驗室制(zhi)法時,著重向學(xue)(xue)生闡明兩點(dian):①凡是對固體物(wu)(wu)質(zhi)進行加熱制(zhi)取氣(qi)(qi)(qi)(qi)體時,均可采(cai)取制(zhi)取氧氣(qi)(qi)(qi)(qi)的(de)(de)這套反(fan)應(ying)裝置;②集氣(qi)(qi)(qi)(qi)的(de)(de)方法和操作,應(ying)根據(ju)氣(qi)(qi)(qi)(qi)體的(de)(de)溶解度(du)、對空氣(qi)(qi)(qi)(qi)的(de)(de)相(xiang)對密(mi)度(du)、常溫能(neng)否與水或空氣(qi)(qi)(qi)(qi)中任一成分(fen)反(fan)應(ying)等(deng)因(yin)素而(er)定。

因為我(wo)們(men)在講(jiang)氧氣(qi)(qi)時(shi)進行(xing)了上述分(fen)析(xi),所(suo)以在講(jiang)氨氣(qi)(qi)、甲烷等氣(qi)(qi)態物(wu)質時(shi),就可以從啟發學生(sheng)通過對反應(ying)物(wu)和生(sheng)成(cheng)物(wu)的(de)性(xing)質、反應(ying)條件等因素的(de)分(fen)析(xi),提出實驗所(suo)需要的(de)儀器、裝置(zhi),來完成(cheng)制取上述物(wu)質的(de)實驗。

摘(zhai)要(yao)(yao)：化學(xue)是一門(men)以實(shi)驗為基礎的(de)學(xue)科(ke)，實(shi)驗是激發(fa)學(xue)生學(xue)習(xi)化學(xue)興(xing)趣的(de)源(yuan)泉之一，是培(pei)養(yang)和(he)發(fa)展學(xue)習(xi)思維(wei)能(neng)(neng)(neng)力、創(chuang)新能(neng)(neng)(neng)力、實(shi)踐能(neng)(neng)(neng)力的(de)重要(yao)(yao)方法和(he)手段。在化學(xue)教學(xue)中逐(zhu)步培(pei)養(yang)和(he)發(fa)展學(xue)生的(de)觀(guan)察能(neng)(neng)(neng)力、思維(wei)能(neng)(neng)(neng)力、實(shi)踐能(neng)(neng)(neng)力和(he)自(zi)學(xue)能(neng)(neng)(neng)力等，重視科(ke)學(xue)態度(du)的(de)培(pei)養(yang)和(he)科(ke)學(xue)方法的(de)訓練，并注重培(pei)養(yang)學(xue)生的(de)創(chuang)新精(jing)神。

關鍵(jian)詞：觀察能(neng)力(li)試驗能(neng)力(li)思維能(neng)力(li)設計試驗

一、在化學實驗(yan)中的培養學生(sheng)觀察能力

化學(xue)(xue)(xue)實(shi)驗(yan)現象千變(bian)萬化，它為發展學(xue)(xue)(xue)生的(de)(de)(de)(de)(de)觀(guan)(guan)察(cha)能力提(ti)供了(le)豐富多彩的(de)(de)(de)(de)(de)內容和(he)廣(guang)泛的(de)(de)(de)(de)(de)途徑。從(cong)科學(xue)(xue)(xue)的(de)(de)(de)(de)(de)角度(du)看，任何一種事物及其變(bian)化都(dou)具有(you)科學(xue)(xue)(xue)觀(guan)(guan)察(cha)的(de)(de)(de)(de)(de)價值，也就是說觀(guan)(guan)察(cha)是有(you)目的(de)(de)(de)(de)(de)性的(de)(de)(de)(de)(de)。因此(ci)，在進(jin)行(xing)化學(xue)(xue)(xue)實(shi)驗(yan)觀(guan)(guan)察(cha)時，首先要讓學(xue)(xue)(xue)生明(ming)確(que)觀(guan)(guan)察(cha)的(de)(de)(de)(de)(de)目的(de)(de)(de)(de)(de)，并(bing)制定(ding)觀(guan)(guan)察(cha)計(ji)劃，有(you)步(bu)驟(zou)、有(you)重點地進(jin)行(xing)觀(guan)(guan)察(cha)。否(fou)則，學(xue)(xue)(xue)生往往只是注意那些感(gan)覺新奇的(de)(de)(de)(de)(de)表面現象，而錯過了(le)實(shi)驗(yan)目的(de)(de)(de)(de)(de)所要求觀(guan)(guan)察(cha)的(de)(de)(de)(de)(de)重點內容。

對(dui)于(yu)實(shi)驗(yan)現象(xiang)(xiang)觀察(cha)(cha)的(de)(de)(de)范圍(wei)，不同的(de)(de)(de)實(shi)驗(yan)要(yao)(yao)求不同：有(you)的(de)(de)(de)實(shi)驗(yan)要(yao)(yao)求全面(mian)地觀察(cha)(cha)，有(you)的(de)(de)(de)要(yao)(yao)求有(you)重(zhong)點(dian)的(de)(de)(de)觀察(cha)(cha)。如對(dui)于(yu)具有(you)代表性、典(dian)型(xing)的(de)(de)(de)物質性質實(shi)驗(yan)，往(wang)往(wang)需要(yao)(yao)全面(mian)而(er)系統地觀察(cha)(cha)，以便能(neng)(neng)較(jiao)全面(mian)地了(le)(le)解物質的(de)(de)(de)性質。例(li)如，鈉(na)單質放在滴有(you)酚酞試液(ye)的(de)(de)(de)蒸餾(liu)水中(zhong)，觀察(cha)(cha)反(fan)應(ying)(ying)過程時(shi)，有(you)的(de)(de)(de)學生(sheng)只是聽到(dao)了(le)(le)"嘶、嘶、嘶"的(de)(de)(de)響聲，有(you)的(de)(de)(de)則(ze)只看到(dao)鈉(na)在水面(mian)上四處游動(dong)，而(er)未注(zhu)意到(dao)鈉(na)已熔成一(yi)個小球，還有(you)的(de)(de)(de)學生(sheng)只看到(dao)溶液(ye)變成紅色。有(you)些反(fan)應(ying)(ying)的(de)(de)(de)主體特(te)征較(jiao)微弱(ruo)，易被次要(yao)(yao)現象(xiang)(xiang)所掩蓋(gai)，此時(shi)就必須提示學生(sheng)排除(chu)干擾，對(dui)關(guan)鍵現象(xiang)(xiang)進行重(zhong)點(dian)觀察(cha)(cha)。簡(jian)言(yan)之，為了(le)(le)便于(yu)學生(sheng)觀察(cha)(cha)，老(lao)師要(yao)(yao)精心準備好(hao)每一(yi)個演示實(shi)驗(yan)，關(guan)鍵之處要(yao)(yao)引導學生(sheng)，力求達(da)到(dao)最佳效(xiao)果，實(shi)現培(pei)養學生(sheng)觀察(cha)(cha)能(neng)(neng)力的(de)(de)(de)目(mu)的(de)(de)(de)。

二、通過(guo)試驗培(pei)養學生的(de)思維能力

摘要：化學實(shi)驗是高中化學教(jiao)育的(de)核心內容和基(ji)本方(fang)式。本研究基(ji)于國(guo)內高中化學實(shi)驗教(jiao)學的(de)研究，立足西(xi)藏區情，通過多種形式的(de)實(shi)地調研，從課(ke)程管理和學科教(jiao)師兩個層面提出(chu)合理建議(yi)，促進實(shi)現西(xi)藏高中化學實(shi)驗開(kai)出(chu)率達100%。

關鍵詞：西藏；高中化學(xue)(xue)；實驗教(jiao)學(xue)(xue)

一、問題提出

從(cong)(cong)當前課(ke)程(cheng)改(gai)(gai)革來(lai)(lai)看，實(shi)(shi)(shi)(shi)驗(yan)(yan)教(jiao)學(xue)(xue)(xue)(xue)(xue)是必然(ran)。一(yi)(yi)方面，《基礎教(jiao)育(yu)課(ke)程(cheng)改(gai)(gai)革綱(gang)要（試(shi)行）》要求(qiu)(qiu)積極開展(zhan)“學(xue)(xue)(xue)(xue)(xue)生主(zhu)動(dong)參與、樂于探究(jiu)、勤于動(dong)手”［1］的(de)學(xue)(xue)(xue)(xue)(xue)習。另一(yi)(yi)方面，《普通高中(zhong)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)課(ke)程(cheng)標準》中(zhong)明確提出：“通過(guo)實(shi)(shi)(shi)(shi)驗(yan)(yan)為主(zhu)的(de)多種探究(jiu)活(huo)動(dong)，使學(xue)(xue)(xue)(xue)(xue)生體(ti)驗(yan)(yan)科學(xue)(xue)(xue)(xue)(xue)研究(jiu)的(de)過(guo)程(cheng)，激發學(xue)(xue)(xue)(xue)(xue)習興趣(qu)，強化(hua)(hua)(hua)科學(xue)(xue)(xue)(xue)(xue)探究(jiu)意(yi)識”［2］的(de)要求(qiu)(qiu)。而西藏(zang)(zang)的(de)教(jiao)育(yu)區(qu)情是：現(xian)代教(jiao)育(yu)起(qi)步晚，起(qi)點低；辦學(xue)(xue)(xue)(xue)(xue)條件(jian)差；區(qu)域(yu)發展(zhan)不平(ping)衡；尤其是以(yi)實(shi)(shi)(shi)(shi)驗(yan)(yan)為基礎的(de)學(xue)(xue)(xue)(xue)(xue)科，還存(cun)在(zai)著實(shi)(shi)(shi)(shi)驗(yan)(yan)藥品設備跟不上、實(shi)(shi)(shi)(shi)驗(yan)(yan)課(ke)時不足等一(yi)(yi)系列問題(ti)。雖然(ran)在(zai)新(xin)課(ke)程(cheng)理念(nian)的(de)指(zhi)導下取得了一(yi)(yi)些成績，但仍存(cun)在(zai)著許多不足之處,亟待解決。西藏(zang)(zang)自治區(qu)第九(jiu)次黨代會提出，要深入實(shi)(shi)(shi)(shi)施教(jiao)育(yu)強區(qu)、人才強區(qu)，逐步實(shi)(shi)(shi)(shi)現(xian)“五(wu)個100%”目(mu)標。另外，從(cong)(cong)教(jiao)學(xue)(xue)(xue)(xue)(xue)評價來(lai)(lai)看：《西藏(zang)(zang)自治區(qu)學(xue)(xue)(xue)(xue)(xue)業水平(ping)測試(shi)考試(shi)說(shuo)明》強調化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)驗(yan)(yan)要有實(shi)(shi)(shi)(shi)際操作的(de)考察；高考大綱(gang)中(zhong)要求(qiu)(qiu)必須包含對化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)驗(yan)(yan)的(de)考察。綜上，西藏(zang)(zang)教(jiao)育(yu)改(gai)(gai)革發展(zhan)現(xian)狀要求(qiu)(qiu)研究(jiu)本地區(qu)的(de)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)驗(yan)(yan)教(jiao)學(xue)(xue)(xue)(xue)(xue)，以(yi)便有效(xiao)地推進教(jiao)育(yu)改(gai)(gai)革發展(zhan)。

二、調查過程

本研(yan)究(jiu)共(gong)發放(fang)調查問(wen)(wen)(wen)(wen)卷(juan)135份(fen)，回收(shou)問(wen)(wen)(wen)(wen)卷(juan)129份(fen)，回收(shou)率為95.6％；其(qi)中(zhong)有(you)(you)效問(wen)(wen)(wen)(wen)卷(juan)119份(fen)，有(you)(you)效率為92.2％。所(suo)有(you)(you)問(wen)(wen)(wen)(wen)卷(juan)均由(you)化(hua)學教師獨自作(zuo)答(da)，回收(shou)后(hou)對(dui)多選(xuan)(xuan)、漏選(xuan)(xuan)、矛盾選(xuan)(xuan)擇和(he)完全一致的(de)問(wen)(wen)(wen)(wen)卷(juan)均作(zuo)廢卷(juan)處理。并(bing)對(dui)有(you)(you)效問(wen)(wen)(wen)(wen)卷(juan)進(jin)行編碼，數據錄入，然后(hou)采用SPSS17.0社會科學統計(ji)軟件對(dui)數據進(jin)行統計(ji)分析。通(tong)過將(jiang)訪談資料按(an)其(qi)研(yan)究(jiu)的(de)問(wen)(wen)(wen)(wen)題和(he)目的(de)合并(bing)歸類、匯總、整理，使其(qi)能系統、簡明的(de)反映(ying)研(yan)究(jiu)對(dui)象客觀情況。

摘要(yao)：文章以(yi)危(wei)(wei)險(xian)(xian)化(hua)學品(pin)企業(ye)(ye)安全(quan)監督(du)當(dang)中存在(zai)的問題與(yu)建議對(dui)策(ce)為主(zhu)要(yao)內容(rong)進行闡述，結合當(dang)下安全(quan)監督(du)存在(zai)的問題和(he)做好危(wei)(wei)險(xian)(xian)化(hua)學品(pin)企業(ye)(ye)安全(quan)監督(du)對(dui)策(ce)為主(zhu)要(yao)依(yi)據，首先分析了一崗(gang)雙責未落實、培訓工作落實不徹底和(he)監管力度不足(zu)，其次從(cong)提(ti)升安全(quan)生(sheng)產主(zhu)體(ti)責任(ren)意識、做好安全(quan)生(sheng)產教育培訓工作、提(ti)升危(wei)(wei)險(xian)(xian)化(hua)學品(pin)安全(quan)監管力度這幾方(fang)面(mian)進行深(shen)入(ru)探討(tao)和(he)分析，其目的在(zai)于(yu)提(ti)升危(wei)(wei)險(xian)(xian)化(hua)學品(pin)安全(quan)生(sheng)產管理，旨在(zai)為相關研究(jiu)提(ti)供(gong)參考資料。

關鍵詞(ci)：危險化(hua)學品；企業安(an)全監(jian)督；安(an)全生產教育；監(jian)管力度

化(hua)學(xue)品(pin)在(zai)工業生(sheng)產中存(cun)在(zai)非常(chang)重要(yao)地(di)位，對人(ren)們(men)生(sheng)活存(cun)在(zai)很(hen)大(da)影(ying)響，危險化(hua)學(xue)品(pin)存(cun)在(zai)腐蝕和毒(du)性，容(rong)易發生(sheng)爆炸，會對人(ren)們(men)身體健(jian)康以及生(sheng)命財產安(an)全造成非常(chang)嚴重影(ying)響，因此一定要(yao)強化(hua)危險化(hua)學(xue)品(pin)企業安(an)全生(sheng)產管理工作力度，在(zai)確保(bao)安(an)全生(sheng)產的基礎上(shang)，使(shi)得經濟得以快(kuai)速(su)發展(zhan)。

1安全監(jian)督存在的問題

1.1一(yi)崗(gang)雙責未(wei)落(luo)實(shi)(shi)(shi)。由(you)于一(yi)味(wei)的(de)(de)(de)(de)(de)追求經(jing)濟效(xiao)益或是(shi)對于安全(quan)(quan)(quan)生(sheng)(sheng)產(chan)(chan)管(guan)(guan)(guan)理(li)工作(zuo)(zuo)(zuo)認知(zhi)不(bu)(bu)(bu)足等(deng)原因，造(zao)成管(guan)(guan)(guan)生(sheng)(sheng)產(chan)(chan)的(de)(de)(de)(de)(de)只管(guan)(guan)(guan)生(sheng)(sheng)產(chan)(chan)，管(guan)(guan)(guan)設備(bei)(bei)(bei)(bei)的(de)(de)(de)(de)(de)只管(guan)(guan)(guan)設備(bei)(bei)(bei)(bei)，安全(quan)(quan)(quan)工作(zuo)(zuo)(zuo)給(gei)生(sheng)(sheng)產(chan)(chan)工作(zuo)(zuo)(zuo)“讓步”等(deng)情(qing)況，從(cong)而(er)(er)(er)隱患(huan)排(pai)查(cha)治理(li)工作(zuo)(zuo)(zuo)沒(mei)有(you)有(you)效(xiao)落(luo)實(shi)(shi)(shi)，也沒(mei)有(you)將屬地管(guan)(guan)(guan)理(li)和行(xing)業(ye)管(guan)(guan)(guan)理(li)結(jie)合起來，沒(mei)有(you)貫(guan)徹(che)落(luo)實(shi)(shi)(shi)一(yi)崗(gang)雙責，從(cong)而(er)(er)(er)使(shi)得(de)政策無法(fa)有(you)效(xiao)落(luo)實(shi)(shi)(shi)。1.2培(pei)訓工作(zuo)(zuo)(zuo)落(luo)實(shi)(shi)(shi)不(bu)(bu)(bu)徹(che)底(di)。生(sheng)(sheng)產(chan)(chan)任務多，企業(ye)在安全(quan)(quan)(quan)培(pei)訓方(fang)面時間(jian)和費用的(de)(de)(de)(de)(de)投入不(bu)(bu)(bu)足；員(yuan)(yuan)工薪資待遇(yu)不(bu)(bu)(bu)高，企業(ye)缺人(ren)(ren)，不(bu)(bu)(bu)能因為培(pei)訓考(kao)核不(bu)(bu)(bu)合格而(er)(er)(er)不(bu)(bu)(bu)錄用，造(zao)成員(yuan)(yuan)工在學(xue)(xue)習中敷衍了事；行(xing)業(ye)管(guan)(guan)(guan)理(li)部(bu)(bu)門(men)組織的(de)(de)(de)(de)(de)培(pei)訓，危險(xian)(xian)(xian)(xian)化(hua)(hua)學(xue)(xue)品從(cong)業(ye)人(ren)(ren)員(yuan)(yuan)往往為了取證而(er)(er)(er)參加培(pei)訓，單一(yi)企業(ye)的(de)(de)(de)(de)(de)針對性不(bu)(bu)(bu)強，危險(xian)(xian)(xian)(xian)化(hua)(hua)從(cong)業(ye)人(ren)(ren)員(yuan)(yuan)的(de)(de)(de)(de)(de)知(zhi)識儲備(bei)(bei)(bei)(bei)不(bu)(bu)(bu)足，都不(bu)(bu)(bu)能徹(che)底(di)提(ti)升(sheng)危險(xian)(xian)(xian)(xian)化(hua)(hua)學(xue)(xue)品從(cong)業(ye)人(ren)(ren)員(yuan)(yuan)專業(ye)知(zhi)識和安全(quan)(quan)(quan)意(yi)識。1.3監(jian)管(guan)(guan)(guan)能力不(bu)(bu)(bu)足。因為工業(ye)經(jing)濟的(de)(de)(de)(de)(de)迅速(su)發展，產(chan)(chan)業(ye)鏈的(de)(de)(de)(de)(de)不(bu)(bu)(bu)斷延伸，危險(xian)(xian)(xian)(xian)化(hua)(hua)學(xue)(xue)品數(shu)量逐年(nian)增多，對行(xing)業(ye)以及企業(ye)內部(bu)(bu)安全(quan)(quan)(quan)監(jian)管(guan)(guan)(guan)人(ren)(ren)員(yuan)(yuan)能力要求逐步提(ti)升(sheng)。專業(ye)技術人(ren)(ren)員(yuan)(yuan)缺少，經(jing)費不(bu)(bu)(bu)足，裝(zhuang)備(bei)(bei)(bei)(bei)落(luo)后，安全(quan)(quan)(quan)生(sheng)(sheng)產(chan)(chan)監(jian)督不(bu)(bu)(bu)到位等(deng)各種問(wen)題凸顯。安全(quan)(quan)(quan)生(sheng)(sheng)產(chan)(chan)監(jian)督方(fang)面出(chu)現(xian)的(de)(de)(de)(de)(de)問(wen)題一(yi)是(shi)危險(xian)(xian)(xian)(xian)化(hua)(hua)學(xue)(xue)品種類多，非常復雜，所以隱患(huan)排(pai)查(cha)不(bu)(bu)(bu)徹(che)底(di)，從(cong)而(er)(er)(er)使(shi)得(de)安全(quan)(quan)(quan)事故不(bu)(bu)(bu)斷出(chu)現(xian)。二是(shi)監(jian)督管(guan)(guan)(guan)理(li)人(ren)(ren)員(yuan)(yuan)對于危險(xian)(xian)(xian)(xian)化(hua)(hua)學(xue)(xue)品理(li)化(hua)(hua)性質掌握不(bu)(bu)(bu)足，對工藝危險(xian)(xian)(xian)(xian)性認識不(bu)(bu)(bu)到位，造(zao)成檢(jian)查(cha)方(fang)式(shi)單一(yi)，未(wei)能在恰當范圍內對風險(xian)(xian)(xian)(xian)分級，重點不(bu)(bu)(bu)突出(chu)，從(cong)而(er)(er)(er)無法(fa)及時發現(xian)問(wen)題。三是(shi)基層(ceng)安全(quan)(quan)(quan)管(guan)(guan)(guan)理(li)部(bu)(bu)門(men)安全(quan)(quan)(quan)檢(jian)查(cha)工作(zuo)(zuo)(zuo)并未(wei)依法(fa)進(jin)行(xing)，對于違法(fa)現(xian)象未(wei)能有(you)效(xiao)處置。

2做好危險(xian)化學品(pin)企業安全監督對策

2016年度危(wei)(wei)(wei)險(xian)化(hua)(hua)學品安(an)(an)全(quan)(quan)(quan)監(jian)(jian)管工作在(zai)縣委、縣政府領(ling)導下，在(zai)市(shi)安(an)(an)監(jian)(jian)局(ju)的(de)指導下，堅(jian)持“安(an)(an)全(quan)(quan)(quan)第一(yi)、預防為主、綜合治(zhi)理”的(de)安(an)(an)全(quan)(quan)(quan)生產(chan)方針，認真貫徹《國務(wu)院(yuan)關于堅(jian)持科(ke)學發(fa)展(zhan)安(an)(an)全(quan)(quan)(quan)發(fa)展(zhan)促(cu)進安(an)(an)全(quan)(quan)(quan)生產(chan)形勢持續(xu)穩(wen)定好(hao)轉的(de)意(yi)見》和總局(ju)《關于開展(zhan)提升危(wei)(wei)(wei)險(xian)化(hua)(hua)學品領(ling)域(yu)本質安(an)(an)全(quan)(quan)(quan)水平專(zhuan)項行(xing)動的(de)通(tong)知》等相關法規(gui)、規(gui)章標準，開展(zhan)了(le)危(wei)(wei)(wei)險(xian)化(hua)(hua)學品領(ling)域(yu)一(yi)系列專(zhuan)項整治(zhi)和隱患(huan)大(da)排查大(da)整治(zhi)工作，收到(dao)(dao)了(le)顯(xian)著成效，到(dao)(dao)目前為止，全(quan)(quan)(quan)縣危(wei)(wei)(wei)化(hua)(hua)品行(xing)業未發(fa)生安(an)(an)全(quan)(quan)(quan)生產(chan)事故。

一、開(kai)展的主要(yao)工作(zuo)

（一）扎實(shi)開(kai)展(zhan)危(wei)險(xian)化(hua)學品(pin)(pin)領域各項(xiang)安全生產專項(xiang)整(zheng)治(zhi)(zhi)工(gong)作(zuo)(zuo)(zuo)。根(gen)據省市(shi)(shi)統一部(bu)署，我(wo)縣開(kai)展(zhan)了石油化(hua)工(gong)企(qi)業(ye)、危(wei)險(xian)化(hua)學品(pin)(pin)生產企(qi)業(ye)、危(wei)險(xian)化(hua)學品(pin)(pin)經(jing)營(ying)市(shi)(shi)場、油氣等(deng)危(wei)險(xian)化(hua)學品(pin)(pin)罐(guan)區、化(hua)工(gong)和(he)危(wei)險(xian)化(hua)學品(pin)(pin)及醫(yi)藥企(qi)業(ye)特殊作(zuo)(zuo)(zuo)業(ye)、汽(qi)車(che)加油加氣站(zhan)等(deng)一系列安全專項(xiang)整(zheng)治(zhi)(zhi)行(xing)動。為使(shi)各項(xiang)整(zheng)治(zhi)(zhi)工(gong)作(zuo)(zuo)(zuo)落(luo)到實(shi)處，收到成(cheng)效(xiao)，我(wo)局一是督促企(qi)業(ye)成(cheng)立專項(xiang)整(zheng)治(zhi)(zhi)領導組(zu)(zu)，制定具(ju)體的整(zheng)治(zhi)(zhi)方案，開(kai)展(zhan)自查(cha)自糾，落(luo)實(shi)整(zheng)改；二是對重(zhong)點領域重(zhong)點行(xing)業(ye)，聘請(qing)專家(jia)組(zu)(zu)成(cheng)了專家(jia)組(zu)(zu)對整(zheng)治(zhi)(zhi)情況進行(xing)現場檢查(cha)確(que)認，通(tong)過(guo)集中整(zheng)治(zhi)(zhi)和(he)“回頭看”等(deng)工(gong)作(zuo)(zuo)(zuo)深入開(kai)展(zhan)，使(shi)各項(xiang)整(zheng)治(zhi)(zhi)工(gong)作(zuo)(zuo)(zuo)均收到了較(jiao)好的效(xiao)果。

（二）落實安(an)(an)(an)(an)全生(sheng)產(chan)(chan)主體責任，全面(mian)消除(chu)各(ge)類(lei)安(an)(an)(an)(an)全隱(yin)(yin)患(huan)。具體做法(fa)是(shi)：一(yi)是(shi)依(yi)據執法(fa)工作計(ji)劃開展(zhan)(zhan)日(ri)常監督(du)檢查(cha)(cha)，整(zheng)改各(ge)類(lei)安(an)(an)(an)(an)全隱(yin)(yin)患(huan)；二是(shi)結合“隱(yin)(yin)患(huan)大排查(cha)(cha)大整(zheng)治(zhi)百日(ri)攻堅行(xing)(xing)動(dong)(dong)”，組織了企(qi)(qi)業(ye)(ye)(ye)安(an)(an)(an)(an)全管(guan)理人員開展(zhan)(zhan)了全縣危(wei)(wei)險(xian)化(hua)(hua)(hua)學(xue)(xue)品(pin)隱(yin)(yin)患(huan)大排查(cha)(cha)大整(zheng)治(zhi)互(hu)(hu)查(cha)(cha)工作，各(ge)企(qi)(qi)業(ye)(ye)(ye)之間相(xiang)互(hu)(hu)排查(cha)(cha)，相(xiang)互(hu)(hu)整(zheng)治(zhi)，相(xiang)互(hu)(hu)學(xue)(xue)習，取(qu)長(chang)補短(duan)，將互(hu)(hu)查(cha)(cha)作為培訓監管(guan)素質(zhi)提高的(de)平(ping)臺(tai)，取(qu)得很(hen)好(hao)的(de)效(xiao)果(guo)；三(san)(san)是(shi)強化(hua)(hua)(hua)企(qi)(qi)業(ye)(ye)(ye)落實《化(hua)(hua)(hua)工（危(wei)(wei)化(hua)(hua)(hua)）企(qi)(qi)業(ye)(ye)(ye)安(an)(an)(an)(an)全生(sheng)產(chan)(chan)責任制范本(ben)》和(he)《化(hua)(hua)(hua)學(xue)(xue)品(pin)生(sheng)產(chan)(chan)單(dan)位特(te)(te)殊作業(ye)(ye)(ye)安(an)(an)(an)(an)全規范》等(deng)相(xiang)關法(fa)律(lv)法(fa)規，督(du)促企(qi)(qi)業(ye)(ye)(ye)修訂完善安(an)(an)(an)(an)全生(sheng)產(chan)(chan)責任制度，規范開展(zhan)(zhan)特(te)(te)殊作業(ye)(ye)(ye)許可及反“三(san)(san)違”整(zheng)治(zhi)；四是(shi)結合危(wei)(wei)險(xian)化(hua)(hua)(hua)學(xue)(xue)品(pin)領域本(ben)質(zhi)安(an)(an)(an)(an)全專(zhuan)項(xiang)行(xing)(xing)動(dong)(dong)等(deng)三(san)(san)項(xiang)重(zhong)(zhong)點工作，重(zhong)(zhong)點對本(ben)地區涉及“二重(zhong)(zhong)點一(yi)重(zhong)(zhong)大”危(wei)(wei)險(xian)化(hua)(hua)(hua)學(xue)(xue)品(pin)項(xiang)目自動(dong)(dong)化(hua)(hua)(hua)控制系統改造情況(kuang)(kuang)；未經過正規設(she)(she)計(ji)的(de)在役化(hua)(hua)(hua)工裝(zhuang)置(zhi)進(jin)行(xing)(xing)安(an)(an)(an)(an)全設(she)(she)計(ji)診(zhen)斷(duan)情況(kuang)(kuang)；企(qi)(qi)業(ye)(ye)(ye)開展(zhan)(zhan)安(an)(an)(an)(an)全標準化(hua)(hua)(hua)建設(she)(she)情況(kuang)(kuang)；入園搬遷(qian)情況(kuang)(kuang)等(deng)進(jin)行(xing)(xing)專(zhuan)項(xiang)檢查(cha)(cha)，申請設(she)(she)立的(de)一(yi)個危(wei)(wei)險(xian)化(hua)(hua)(hua)學(xue)(xue)品(pin)集中區正審批當中。通過進(jin)一(yi)步(bu)落實企(qi)(qi)業(ye)(ye)(ye)安(an)(an)(an)(an)全生(sheng)產(chan)(chan)主體責任，上下聯動(dong)(dong)、深(shen)入推進(jin)、執法(fa)檢查(cha)(cha)、集中整(zheng)治(zhi)和(he)“回頭(tou)看”等(deng)工作的(de)開展(zhan)(zhan)，為及時發現和(he)整(zheng)治(zhi)安(an)(an)(an)(an)全隱(yin)(yin)患(huan)等(deng)方面(mian)取(qu)得了顯(xian)著成效(xiao)。

據統計全(quan)年下發檢(jian)查(cha)(cha)記錄112份，復(fu)查(cha)(cha)記錄9份，責令整改指令書4份，整改各類安全(quan)隱患148條(tiao)。淘汰(tai)不符合生產條(tiao)件(jian)的化工生產企(qi)業1家，因(yin)土地征用(yong)停產企(qi)業1家。

（三(san)）做好危險化學(xue)品許可證(zheng)(zheng)換(huan)（發(fa)(fa)）證(zheng)(zheng)工作(zuo)。以企業(ye)(ye)(ye)申請(qing)換(huan)（發(fa)(fa)）證(zheng)(zheng)工作(zuo)為契機，督促企業(ye)(ye)(ye)提(ti)升安(an)全生產(chan)(chan)(chan)條(tiao)件，加(jia)大安(an)全生產(chan)(chan)(chan)投入，治理(li)各類(lei)(lei)隱患，提(ti)高本質安(an)全；并(bing)積極主動為企業(ye)(ye)(ye)服務(wu)，及時安(an)排現場核(he)查和申請(qing)材料的審查上報工作(zuo)。今年(nian)除西南加(jia)油站(zhan)未完(wan)成(cheng)整改(gai)、琴溪加(jia)油站(zhan)和洗馬(ma)橋加(jia)油站(zhan)移址重建沒有按(an)期換(huan)證(zheng)(zheng)停業(ye)(ye)(ye)外，其他生產(chan)(chan)(chan)、經營(ying)單位均已完(wan)成(cheng)了年(nian)度換(huan)（發(fa)(fa)）證(zheng)(zheng)工作(zuo)。具體是：生產(chan)(chan)(chan)企業(ye)(ye)(ye)2家、甲類(lei)(lei)經營(ying)（加(jia)油站(zhan)）3家、乙(yi)類(lei)(lei)經營(ying)139家。

1問題的提出

20世(shi)(shi)紀80年代(dai)(dai)中(zhong)期美國(guo)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)家提出微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)（Micro－scaleExperiment或Micro－scaleLaborato－ry）概念，并在(zai)(zai)(zai)(zai)大學(xue)(xue)(xue)(xue)(xue)(xue)和(he)(he)中(zhong)小學(xue)(xue)(xue)(xue)(xue)(xue)推(tui)(tui)廣(guang)微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)，美國(guo)的(de)(de)(de)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)教育雜志(zhi)（JournalofChemicalEducation）為(wei)此還開(kai)設了微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)專欄，報道(dao)微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)的(de)(de)(de)研(yan)究(jiu)(jiu)成(cheng)(cheng)果，促(cu)進了微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)在(zai)(zai)(zai)(zai)世(shi)(shi)界(jie)范圍(wei)的(de)(de)(de)推(tui)(tui)廣(guang)。與(yu)常規實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)相比，微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)的(de)(de)(de)優點(dian)在(zai)(zai)(zai)(zai)于節省實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)藥品用(yong)(yong)(yong)(yong)(yong)(yong)量(liang)的(de)(de)(de)數(shu)倍甚至數(shu)十倍，而隨著藥品用(yong)(yong)(yong)(yong)(yong)(yong)量(liang)的(de)(de)(de)減少，實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)產(chan)生的(de)(de)(de)廢(fei)液和(he)(he)廢(fei)氣(qi)也將降低(di)80％以上(shang)(shang)［1］。作(zuo)為(wei)一(yi)種(zhong)新型(xing)(xing)(xing)(xing)(xing)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)手段，微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)具有(you)(you)綠(lv)色環保、操作(zuo)便捷等(deng)特點(dian)，并且它在(zai)(zai)(zai)(zai)開(kai)展實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)探究(jiu)(jiu)活動(dong)(dong)，培(pei)養學(xue)(xue)(xue)(xue)(xue)(xue)生科學(xue)(xue)(xue)(xue)(xue)(xue)探究(jiu)(jiu)能力方面(mian)有(you)(you)著獨特的(de)(de)(de)作(zuo)用(yong)(yong)(yong)(yong)(yong)(yong)，符合(he)新課(ke)程倡導(dao)的(de)(de)(de)綠(lv)色化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)思想(xiang)和(he)(he)科學(xue)(xue)(xue)(xue)(xue)(xue)探究(jiu)(jiu)理念。經過在(zai)(zai)(zai)(zai)國(guo)內20余年的(de)(de)(de)研(yan)究(jiu)(jiu)和(he)(he)推(tui)(tui)廣(guang)，微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)已經有(you)(you)了大量(liang)成(cheng)(cheng)果，這(zhe)些(xie)成(cheng)(cheng)果主要(yao)(yao)涉及微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)教學(xue)(xue)(xue)(xue)(xue)(xue)功能的(de)(de)(de)理論和(he)(he)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐分析，化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)的(de)(de)(de)微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)化(hua)(hua)(hua)設計和(he)(he)創新，運用(yong)(yong)(yong)(yong)(yong)(yong)微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)設計探究(jiu)(jiu)活動(dong)(dong)等(deng)方面(mian)。廣(guang)西(xi)于20世(shi)(shi)紀90年代(dai)(dai)中(zhong)后(hou)期引入(ru)微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)，并在(zai)(zai)(zai)(zai)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)師范生培(pei)養和(he)(he)教師職后(hou)培(pei)訓等(deng)方面(mian)做了相關的(de)(de)(de)探索，在(zai)(zai)(zai)(zai)中(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)領域，微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)作(zuo)為(wei)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)改革的(de)(de)(de)舉措之(zhi)一(yi)，在(zai)(zai)(zai)(zai)解決(jue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)條(tiao)件不(bu)足，提高實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)開(kai)設率(lv)，推(tui)(tui)進實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)教學(xue)(xue)(xue)(xue)(xue)(xue)等(deng)方面(mian)發(fa)(fa)揮了重要(yao)(yao)作(zuo)用(yong)(yong)(yong)(yong)(yong)(yong)。2000年在(zai)(zai)(zai)(zai)昆明召開(kai)的(de)(de)(de)第五屆微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)研(yan)討會，激發(fa)(fa)了中(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)教師的(de)(de)(de)研(yan)究(jiu)(jiu)興(xing)趣，也加速推(tui)(tui)進了微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)在(zai)(zai)(zai)(zai)廣(guang)西(xi)、云南等(deng)西(xi)部省份的(de)(de)(de)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)施。總體上(shang)(shang)看，微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)在(zai)(zai)(zai)(zai)我(wo)國(guo)已取(qu)得了可喜的(de)(de)(de)發(fa)(fa)展，但是在(zai)(zai)(zai)(zai)中(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)推(tui)(tui)廣(guang)應(ying)用(yong)(yong)(yong)(yong)(yong)(yong)依然不(bu)夠理想(xiang)，仍然存在(zai)(zai)(zai)(zai)著“研(yan)制者熱，使用(yong)(yong)(yong)(yong)(yong)(yong)者冷(leng)”的(de)(de)(de)局面(mian)［2］。影響(xiang)微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)在(zai)(zai)(zai)(zai)中(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)教學(xue)(xue)(xue)(xue)(xue)(xue)中(zhong)應(ying)用(yong)(yong)(yong)(yong)(yong)(yong)的(de)(de)(de)原因是多(duo)方面(mian)的(de)(de)(de)，其(qi)中(zhong)教師對(dui)(dui)它的(de)(de)(de)認(ren)識、理解和(he)(he)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐行為(wei)是重要(yao)(yao)因素之(zhi)一(yi)。為(wei)了發(fa)(fa)現微(wei)(wei)(wei)型(xing)(xing)(xing)(xing)(xing)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(yan)在(zai)(zai)(zai)(zai)教學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐中(zhong)的(de)(de)(de)困難和(he)(he)問(wen)題，以更好地應(ying)對(dui)(dui)、解決(jue)這(zhe)些(xie)問(wen)題，我(wo)們(men)從(cong)中(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)教師的(de)(de)(de)角度開(kai)展調(diao)查研(yan)究(jiu)(jiu)。

2調查對象及方法

本次(ci)(ci)調(diao)查(cha)(cha)對(dui)(dui)象(xiang)(xiang)來(lai)(lai)自廣西全區14個(ge)地市(shi)的(de)化(hua)學(xue)(xue)教(jiao)(jiao)師(shi)(shi)，包括各地區參加骨干(gan)教(jiao)(jiao)師(shi)(shi)培訓的(de)初(chu)、高中(zhong)(zhong)教(jiao)(jiao)師(shi)(shi)，以(yi)(yi)及部分(fen)在職研(yan)修班(ban)的(de)學(xue)(xue)員，調(diao)查(cha)(cha)對(dui)(dui)象(xiang)(xiang)的(de)基本情況如表1所示(shi)。調(diao)查(cha)(cha)采用無記名問(wen)卷調(diao)查(cha)(cha)的(de)方(fang)式，結合對(dui)(dui)部分(fen)教(jiao)(jiao)師(shi)(shi)的(de)訪談，調(diao)查(cha)(cha)問(wen)卷共發放180份，回收有效(xiao)問(wen)卷164份，有效(xiao)率為91．1％。調(diao)查(cha)(cha)對(dui)(dui)象(xiang)(xiang)以(yi)(yi)中(zhong)(zhong)青年(nian)教(jiao)(jiao)師(shi)(shi)為主，年(nian)齡(ling)集中(zhong)(zhong)在30～45歲之間(jian)，該年(nian)齡(ling)段(duan)的(de)教(jiao)(jiao)師(shi)(shi)也是化(hua)學(xue)(xue)教(jiao)(jiao)師(shi)(shi)隊伍的(de)生(sheng)力軍(jun)。從學(xue)(xue)歷層次(ci)(ci)來(lai)(lai)看，大多數是大學(xue)(xue)本科(ke)學(xue)(xue)歷，研(yan)究生(sheng)（含研(yan)究生(sheng)班(ban)和(he)(he)碩士）畢業(ye)的(de)占9．2％。從教(jiao)(jiao)師(shi)(shi)的(de)職稱上(shang)看，中(zhong)(zhong)級(ji)和(he)(he)高級(ji)職稱分(fen)別占64％和(he)(he)31．1％。此外，初(chu)、高中(zhong)(zhong)化(hua)學(xue)(xue)教(jiao)(jiao)師(shi)(shi)各占43．9％和(he)(he)56．1％。

3調查的內容

問卷(juan)的內容(rong)包括5個方面：（1）對微型化學實(shi)驗的認識(shi)和理解；（2）微型化學實(shi)驗在教學實(shi)踐中(zhong)的應(ying)用；（3）微型化學實(shi)驗對學生(sheng)能力發(fa)展的作(zuo)用；（4）教學實(shi)踐中(zhong)微型化學實(shi)驗的困境；（5）對微型化學實(shi)驗發(fa)展的期望(wang)。另(ling)外，結合教師(shi)回答(da)問題的情(qing)況設計并實(shi)施(shi)了非結構性(xing)訪談，以便全面深入地了解教師(shi)對微型化學實(shi)驗的認識(shi)觀念、應(ying)用現狀和前景(jing)期待。