中学化学概念教学的症结与策略探析——基于“电解质”概念教学的实证研究  

Problems and Strategies of High School Chemistry Concept Teaching:Empirical Study on Electrolyte

作　　者：吴晗清 韩蓉 WU Han-Qing;HAN Rong(Department of Chemistry of Capital Normal University,Beijing 100048,China;Chaoyang Future School of Affiliated High School of Peking University,Beijing 100029,China)

机构地区：[1]首都师范大学化学教育研究所,北京100048 [2]北大附中朝阳未来学校,北京100029

出　　处：《化学教育（中英文）》2019年第3期70-74,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)

摘　　要：以"电解质"概念为切入口,对河北省某普通中学的241名高一学生进行调查研究,并对部分化学教师进行访谈。结果表明:(1)不同类别学生在概念学习时的困难表征不同,体现在学困生知识储备匮乏、中等生知识应用能力较弱、优秀生概念理解深度不足;(2)相关概念之间具有很强的关联性,学生概念系统构建不够准确全面。基于3类学生的不同症结,给予相应教学策略,即重视学生的前概念与先前知识,提高知识储备;加强概念之间的深度关联,促进概念间转化;关注概念的发展历程,提升概念理解的深度。This paper takes the concept of"electrolyte"as key point and conducts an empirical study on 241 students in an ordinary high school of Hebei province.The results show that:(1)The different types of students have different problems in the concept learning,(2)there is a strong correlation between the relevant concepts,and the construction of the student concept system is not accurate and comprehensive.Based on this,the corresponding strategies are put forward,such as the emphasis on the concept of students’ previous concepts and previous knowledge,the deep association between the different chemical concepts in order to improve conceptual transformation and pay attention to the development of concept to improve the depth of concept understanding.

关 键 词：电解质 概念教学 中学化学 教学策略 

分 类 号：G633.8[文化科学—教育学]