摘要
以“海带中碘的提取”为例,提供文献让学生课前阅读,完成“海带中碘的提取”流程设计,并进行成果交流。在此基础上,进行方案实施,并进行总结评价。研究结果认为,将知识与实践结合,能够激发学生探究热情;将自主文献研究、方案设计、实验验证结合,可以培养学生的科学探究和创新能力;应该注重教-学-评一致性;需要进一步提高教师的实验实际操作能力和知识引导能力。
Taking“extraction of iodine from kelp”as an example,students were provided with relevant materials before class for them to complete the process design and use during the upcoming in-class discussion.Subsequently,corresponding schemes were developed based on the given materials,after which they were implemented,summarized,and evaluated.The findings herein suggested that combining knowledge with practice aroused students’enthusiasm for exploration,while integrating independent literature review,scheme design and experimental verification could develop scientific research and innovative skills.It was thus important to emphasize consistency throughout the teaching-learning-evaluation process,as well as further enhance teachers’hands-on practical skills and knowledge guidance capability.
作者
许美羡
张贤金
XU Mei-Xian;ZHANG Xian-Jin(Zhangzhou No.1 Middle School,Zhangzhou 363000,China;Institute of Chemical Education,Fujian Institute of Education,Fuzhou 350025,China)
出处
《化学教育（中英文）》
CAS
北大核心
2022年第11期37-45,共9页
Chinese Journal of Chemical Education
基金
福建省教育厅2018年福建省中青年教师教育科研项目(基础教育研究专项)(课题编号JZ180239)(福建教育学院资助)。
关键词
项目式学习
核心素养
高三复习
化学实验
工艺流程
project-based learning
core literacy
senior three review
chemical experiment
technical process
