WWHW思考模型对比醇和酚中羟基活动性的教学实践  

Teaching Practice on Comparing Hydroxy Activity in Alcohol and Phenol by WWHW Thinking Model

作　　者：张禹 赵文霞[1] 张彩芳 刘利利 梁永锋[1] 马文霞[1] ZHANG Yu;ZHAO Wen-xia;ZHANG Cai-fang;LIU Li-li;LIANG Yong-feng;MA Wen-xia(Ningxia Normal University,Ningxia Guyuan 756000,China)

机构地区：[1]宁夏师范学院化学化工学院,宁夏固原756000

出　　处：《广州化工》2022年第13期245-246,249,共3页GuangZhou Chemical Industry

基　　金：宁夏高等学校一流学科建设(教育学学科)(No:NXYLXK2017B11);宁夏科技创新领军人才项目(KJT2016004);自治区重点研发计划一般项目(No:2018BEE03024);宁夏青年拔尖人才“国家级学术技术带头人后备人选”(宁人社函〔2017〕787号);宁夏新型高校智库项目(宁教工委办[2018]12号);固原市科技计划项目(No:2020GYKYF003),宁夏师范学院六盘山资源工程技术研究中心(No:HGZD20-02,No:HGZD21-04);无机化学重点学科(宁师院[2017]83号)资助。

摘　　要：为更好的全方面培养和提高中学生的科学品质,设计和评价实验方案的能力落实化学学科核心素养。本文基于WWHW认识论思考模型为参考,以人教版化学选择性必修3中《醇酚》为例进行教学分析,从课堂教学上强化学生对醇和酚的知识掌握,注重与学习实际相结合加深展开探究,进而深化学生评价体系等四个方面,探讨如何达成核心素养,提高学生的综合素质,落实学科核心素养。In order to cultivate comprehensively and improve the scientific quality of middle school students,the ability of experimental scheme was designed and evaluated,and the core literacy of chemistry was implemented.Based on the epistemological thinking model of WWHW,the teaching of alcohols and phenols in chemistry selective compulsory 3 of PEP were analized,and how to achieve core literacy and improve students comprehensive quality were discussed from four aspects:strengthening students knowledge of alcohols and phenols in classroom teaching,paying attention to the combination with learning practice,deepening explorationand deepening students evaluation system,which implemented the core quality of the subject.

关 键 词：核心素养 WWHW思考模型 醇和酚 

分 类 号：G642[文化科学—高等教育学]