摘要
“杂化轨道理论”是新课程、新教材背景下高中化学重要的知识模块,能利用该理论分析物质结构和成键情况是高考化学选拔性考试的考查能力之一。学生在分析杂化问题时是否能形成程序性的思路?教师如何探知学生分析杂化问题时的认知障碍点?参考Drawing-writing Technique通过“绘制杂化过程”为任务,以高分组学生和低分组学生为被试,测查不同群体对杂化问题的认知水平及其是否存在显著性差异。结果表明:2组学生基本能按照一定思路分析杂化问题,但在各分析步骤上存在显著差异;高分组学生总体分析水平处在水平3,水平较高。
Hybrid orbit theory is an important knowledge module in senior high school chemistry under the background of new curriculum and new textbooks.Being able to use this theory to analyze the structure and bonding of substances is one of the abilities tested in the chemistry selection exam for the college entrance examination.Can students develop procedural ideas when analyzing hybrid problems?How can teachers detect the cognitive barriers of students in analyzing hybrid problems?In this paper,by referring to the Drawing-writing Technique,the task drawing hybridization process is taken as the subject,and the students from high and low groups are taken as the subjects to test the cognitive level of hybridization problems among different groups and whether there are significant differences.The results show that the two groups of students can basically analyze the hybrid problem according to certain ideas,but there are significant differences in each analysis step;The overall analysis level of the students in the top group is level 3,which is relatively high.
作者
陈德成
杨嘉豪
CHEN De-Cheng;YANG Jia-Hao(The Affiliated High School of South China Normal University,Guangzhou 510630,China;Huizhou Zhongkai High School,Huizhou 516039,China)
出处
《化学教育（中英文）》
CAS
北大核心
2024年第23期79-88,共10页
Chinese Journal of Chemical Education
