摘要
以解决“保存NaOH溶液的试剂瓶为什么不用玻璃塞”这一真实问题为情境,设计3个教学板块:运用分类方法认识物质、对物质进行分类、合成物质,从物质组成和物质变化的认识视角,对物质进行分类,建构分类观。依据物质分类研究同一类别物质的性质及应用,在完成知识结构化的同时,重在凝练基于物质分类及转化的认识视角和认识思路,寻找并体验陌生情境下解决复杂化学问题的突破口和思维框架,发展学生的化学学科核心素养。
In order to solve the real problem of“why glass stopper is not used in reagent bot-tles to preserve NaOH solution”,three teaching sections are designed:using classification meth-ods to recognize substances,classify substances and synthesize substances.From the perspective of material composition and material change,this paper classifies materials and constructs the classification view.In addition to completing the knowledge structuring,it focuses on the cogni-tive perspectives and ideas based on the classification and transformation of substances,finds and experiences the breakthrough point and thinking framework for the study of new substances in unfamiliar situations,and develops students'core literacy of chemistry discipline.
作者
董鸿志
杨雪莉
任莉娜
DONG Hong-Zhi;YANG Xue-Li;REN Li-Na(Shijiazhuang No.2 Middle School,Shijiazhuang 050000,China)
出处
《化学教育（中英文）》
CAS
北大核心
2022年第21期67-72,共6页
Chinese Journal of Chemical Education
关键词
高中化学
物质的分类及转化
认识视角和认识思路
senior high school chemistry
classification and transformation of substances
cognitive perspective and cognitive thinking
