基础科学教育应把握好范畴及边界——以中学化学中结晶(重结晶)问题的教学为例  

Cognitive Scope and Boundary in Basic Science Education:Teaching of Crystallization(Recrystallization)in High School Chemistry

作　　者：吴新建[1] 汪阿恋[1] 张贤金[1] 叶燕珠[1] WU Xin-Jian;WANG A-Lian;ZHANG Xian-Jin;YE Yan-Zhu(Institute of Chemical Education,Fujian Institute of Education,Fuzhou 350025,China)

机构地区：[1]福建教育学院化学教育研究所,福建福州350025

出　　处：《化学教育（中英文）》2019年第1期67-70,共4页Chinese Journal of Chemical Education

基　　金：全国教育科学"十三五"规划2018年度立项课题"指向核心素养的高中化学课堂‘教-学-评一致性’研究"(DHA180418)

摘　　要：分析和阐述了结晶(重结晶)的基本原理,以课程标准为依据对结晶(重结晶)问题进行了教学要求的解析。认为,中学化学中的结晶(重结晶)问题的教学目标,不是结晶学的学科知识教学,也不是单纯的实验技能和方法培养,而应是围绕"溶解度及其应用"这一核心概念展开的辅助教学;认知边界应是溶解度概念在分离和提纯应用上的理解;把握基础科学教育内容的认知边界,是科学研究与科学教育、科学研究成果与科学教育素材的区别所在。This paper elaborated the principle of crystallization (recrystallization)and analyzed the teaching requirements in high school chemistry on the basis of curriculum standards.It was concluded that the teaching goal of crystallization (recrystaliization)in high school chemistry was not the subject knowledge teaching of crystallography or a simple training of experiment skills and methods,it should be the auxiliary teaching around the core concept of "solubility and its application"the cognitive boundary should be the understanding of solubility concept in separation and purification;a good grasp towards the cognitive boundary of basic science education content,was the difference between the scientific research and science education,scientific research achievement and science education material.

关 键 词：结晶(重结晶) 范畴 认知边界 科学教育 溶解度 

分 类 号：G633.8[文化科学—教育学]