摘要
以"铁盐和亚铁盐"教学为例,从"暖宝宝"这一情境出发,创设了"暖宝宝使用前后发生了什么变化""使用后暖宝宝中铁元素可能存在的价态是什么、如何验证""如何回收利用暖宝宝中的铁元素"3个问题情境,通过引导学生积极开展探究学习和问题解决,培养学生"宏观辨识与微观探析""证据推理与模型认知""科学探究与创新意识""科学态度与社会责任"等化学学科核心素养。
Taking the teaching of "Iron Salts and Ferrous Salts" as an example, starting from a situation of "warm baby", this paper created three problem situations "what changes have taken place before and after the use of warm baby" "what is the possible valence state of iron in warm baby after use and how to validate it" and "how to recycle the iron element from warm baby". We could cultivate students’ chemistry discipline core literacy about "macroscopic identification and microscopic analysis" "evidence reasoning and model recognition" "scientific inquiry and innovation consciousness" "scientific attitude and social responsibility" by guiding students to actively carry out inquiry learning and problem solving, which provided case references for teaching design based on chemistry discipline core literacy.
作者
刘妍
王秀红
张冬华
LIU Yan;WANG Xiu-Hong;ZHANG Dong-Hua(College of Chemistry, Northeast Normal University, Changchun 130024, China;Jilin Provincial Experimental School, Changchun 130021, China)
出处
《化学教育（中英文）》
CAS
北大核心
2019年第7期33-37,共5页
Chinese Journal of Chemical Education
基金
东北师范大学教育发展有限公司项目"‘素养为本’的新高考背景下高中化学课堂教学改革研究"
东北师范大学教师教育研究基金项目"我校U-G-S教师教育创新实验区学校‘素养为本’化学课堂教学改革研究"
关键词
化学学科核心素养
铁盐和亚铁盐
教学设计
chemistry discipline core literacy
iron salts and ferrous salts
teaching design
