有机物同分异构体的学习进阶研究  

Learning Progressions Research of Organic Compound Isomer

作　　者：刘志华[1] 张玉琪 刘必富 刘俊华[1] LIU Zhi-Hua;ZHANG Yu-Qi;LIU Bi-Fu;LIU Jun-Hua(Huizhou No.1 Middle School,Huizhou 516007,China;Huiyang District No.5 Middle School of Huizhou City,Huizhou 516200,China;School of Chemistry and Materials Engineering,Huizhou College,Huizhou 516007,China)

机构地区：[1]惠州市第一中学,广东惠州516007 [2]惠州市惠阳区第五中学,广东惠州516200 [3]惠州学院化学与材料工程学院,广东惠州516007

出　　处：《化学教育（中英文）》2023年第5期79-86,共8页Chinese Journal of Chemical Education

基　　金：惠州学院—惠州市教育局共建国家教师教育实验区2020年度教师教育研究专项课题(基础教育部分)“基于校情的高中化学‘证据推理与模型认知’素养培育实践研究”(项目编号:GJ·2020YB2);“有机化学”课程思政教学研究与实践(项目编号:X-JYJG2021012)。

摘　　要：分析了高中生学习同分异构体的思维过程,建构碳架异构、位置异构、官能团类型异构、信息加工推理的四维度五水平模型。合理设计学习进阶,系统发展高中同分异构体思维水平,得到三学段五层级十二进阶设计。系统规划进阶,精准评价思维,建议使用结构模型和思维导图进行教学,发展学生同分异构体的思维水平,培养学生模型认知的核心素养。This paper analyzes the thinking process of senior high school students in learning isomer,which designs a four-dimension and five-level variables model of carbon chain isomer,position isomerism,functional group and information processing.This paper sets the learning processions properly and plans the isomer learning progressions systematically in high school,which leads to the design of 12 progressions with three advanced stages and five levels.This paper plans the learning processions systematically and evaluates thinking ability accurately.This paper also suggests the use of structure models and mind maps in isomer teaching to develop students’thinking level of isomers and cultivate students’core literacy of evidence reasoning and model cognition.

关 键 词：学习进阶 同分异构体 核心素养 

分 类 号：G633.8[文化科学—教育学]