基于认知模型进阶的“元素周期律”教学——选择元素制备储氢材料  

Instructional Design of Periodic Law Based on Advancing Cognitive Model:Preparation of Hydrogen Storage Materials by Selecting Elements

作　　者：梁德娟[1] 于守丽 胡晓红[1] LIANG De-Juan;YU Shou-Li;HU Xiao-Hong(RDFZ Chao Yang School,Beijing 100028,China;Beijing Chaoyang District Academy of Educational Sciences,Beijing 100021,China)

机构地区：[1]中国人民大学附属中学朝阳学校,北京100028 [2]北京市朝阳区教育科学研究院,北京100021

出　　处：《化学教育（中英文）》2023年第9期78-83,共6页Chinese Journal of Chemical Education

基　　金：2022年北京市教育科学“十四五”规划立项课题“高中化学常态教学聚焦核心知识的微项目开发与实践研究”(CDDB22314)。

摘　　要：以科学研究热点“储氢材料”为载体进行选择性必修阶段“元素周期律”的教学。应用必修阶段已有的“元素及物质的系统认知模型”,通过选择元素制备金属氢化物、解析氨硼烷2个教学环节,在真实问题解决过程中基于认知需求认识电离能、电负性,了解双氢键,并将新认知与已有认知模型进行融合,实现认知模型进阶和系统思维能力发展,培养社会责任感。The teaching of“element periodic law”in the selective compulsory stage is carried out with the hot spot of scientific research“hydrogen storage materials”as the carrier.Using the existing“systematic cognitive model of elements and substances”in the compulsory stage,through the two teaching links of selecting elements to prepare metal hydride and analyzing aminoborane,we can understand ionization energy and electronegativity based on cognitive needs,understand double hydrogen bonds,and integrate the new cognition with the existing cognitive model to realize the advancement of cognitive model and the development of systematic thinking ability,cultivate a sense of social responsibility.

关 键 词：认知模型 电离能 电负性 氨硼烷 元素周期律 

分 类 号：G633.8[文化科学—教育学]