“学起于思”，“思源于疑”。疑是汲取知识的动力，有疑惑才有探求，才有积极主动的思维活动。在化学教学中，教师通过不失时机地设置疑惑，制造悬念，营造强烈的问题情境，引导学生通过实验进行积极的探索，这对促进学生创造性思维的培养无疑是大有裨益的。a．通过演示实验创 “Study from thinking”, “thinking from the doubt.” Suspicion is the driving force for the acquisition of knowledge. Only when there is doubt, can there be exploration and active thinking. In chemistry teaching, teachers set doubts, create suspense, create a strong problem situation, and guide students to actively explore through experiments. This is undoubtedly beneficial to the promotion of students’ creative thinking. a. Through a demonstration experiment