摘要
探索“阿伏伽德罗常数”中“规定”表述背后隐藏的玄机:0.012 kg 12C中含有多少原子;“阿伏伽德罗常数”为什么选择12C作为基准;“阿伏伽德罗常数”的数值如何确定等.得出启示,教师对于“规定”表述应当利用学生的原有经验,发挥学生的自主性;挖掘科学史资源,揭示知识的修正性;结合实验过程,突出实验的重要意义.
This paper explored the mystery behind the "provisions" expressed of "Avogadro’s number": how many atoms are 0.012 kg 12C contained; why chose 12C as a benchmark for"Avogadro’s number"; how to determine the value of "Avogadro’s number" and so on. And this paper also expounded that teachers should take advantage of the students’ previous experience for"provisions",give full play to the students’ autonomy, mine the resources of science history, reveal the revision of knowledge, combine with the experimental process to highlight the important significance of experiments.
出处
《化学教育》
北大核心
2017年第19期14-18,共5页
Chinese Journal of Chemical Education
基金
全国教育科学规划教育部重点课题“高中生科学素养形成机制的实践研究”(课题批准号:DHA130257)
关键词
阿伏伽德罗常数
学习困境
科学史资源
Avogadro’s number
learning dilemma
resources of science history
