元素周期律复习教学中认识模型建构的有效策略  

Effective Strategies in Periodic Law Review Teaching Based on Construction of Cognitive Model

作　　者：王婉洋 王磊[1] 于少华[2] 康永明 白光耀 陈娜 范洪玲 WANG Wan-Yang;WANG Lei;YU Shao-Hua;KANG Yong-Ming;BAI Guang-Yao;CHEN Na;FAN Hong-Ling(College of Chemistry, Beijing Normal University, Beijing 100875, China;Beijing Changping Teachers Training School, Beijing 102200, China;Beijing 101 High School, Beijing 100091, China;Beijing Changping No. 1 High School, Beijing 102200, China)

机构地区：[1]北京师范大学化学学院,北京100875 [2]北京市昌平区教师进修学校,北京102200 [3]北京市第一零一中学,北京100091 [4]北京市昌平区第一中学,北京102200

出　　处：《化学教育（中英文）》2018年第7期18-26,共9页Chinese Journal of Chemical Education

基　　金：北京师范大学化学教育研究所“高端备课”项目;国家社会科学基金教育科学规划重点课题“中小学生学科能力表现研究”(AHA110005)

摘　　要：探查了元素周期律复习教学中认识模型构建的有效策略。从学生对于元素周期律的学后障碍点及相应的发展核心入手，在北京市选择了2所学生水平不同的学校分别进行了2课时的元素周期律复习教学。教学过程中基于学生认识发展的核心，选取了不同的模型构建组织策略，通过进阶式的教学任务对元素周期律的“位置一结构一性质”认识模型和物质性质的认识模型进行了构建。在问卷测查以及将本研究授课效果与常规授课进行对比后，证明并提炼了基于模型构建的元素周期律复习教学的有效策略。This paper explored effective strategies in periodic law review teaching based on construction of cognitive model. Starting with the obstacles after the learning of periodic law and the objectives of cognition and competence development in the learning of periodic law, this paper chose two schools of different students＇ level to practice periodic law review teaching of two clas- ses. In the process of teaching, this paper selected different models to construct the organization- al strategies based on the core of students＇ cognitive development, constructed cognitive models of ＂position-structure-nature＂ and matter nature by gradient teaching tasks. After questionnaire survey and comparing the performance of experimental classes and contrast classes, this paper proved and refined effective strategies in periodic law review teaching based on construction of cognitive model.

关 键 词：元素周期律 模型建构 化学教学 认识发展型教学 复习教学 

分 类 号：G633.8[文化科学—教育学]