问题情境引领下的进阶式探究教学实践--氯化铜和亚硫酸钠在水溶液中的反应  

Progressive Inquiry Teaching Practice Guided by Problem: Reaction of Copper Chloride and Sodium Sulfite in Aqueous Solution

作　　者：陈章 CHEN Zhang(Fuyang No.3 Middle School of Anhui Province,Fuyang 236000,China)

机构地区：[1]安徽省阜阳市第三中学,安徽阜阳236000

出　　处：《化学教育（中英文）》2023年第1期113-119,共7页Chinese Journal of Chemical Education

摘　　要：以氯化铜和亚硫酸钠在水溶液中反应先生成橙黄色沉淀后转化为白色沉淀的这个“异常”现象为线索,以培养学生形成解决问题的思路和科学探究思维为目标,巧设递进式问题情境引导学生探究两种沉淀成分并剖析反应原理,同时使手持技术赋能氯化亚铜制备方案的优化,发展基于证据推理得出结论和对实验结果的反思评价等关键能力。学生在探究与发现的过程中自主实现知识模型的建构与核心素养的发展,最终构建“问题-探究-结论-应用”的进阶式探究性教学模式。With the clue of the “abnormal” phenomenon that copper chloride and sodium sulfite react into orange yellow precipitates and then turn into white precipitates, and with the goal of training students to form problem-solving ideas and scientific inquiry thinking, this paper skillfully set up progressive problem situations to guide students to explore the two precipitation components and analyze the reaction principle. The handheld technology was enabled to optimize the preparation scheme of cuprous chloride for developing the key ability to conclusion based on evidence reasoning and reflections on evaluation according to experimental results.The students could independently realize the construction of knowledge model and the development of core literacy in the process of exploration and discovery, the progressive inquiry teaching mode of“question-inquiry-conclusion-application”would be finally constructed.

关 键 词：问题情境 氯化亚铜制备 手持技术 进阶式探究性教学模式 

分 类 号：G633.8[文化科学—教育学]