基于科学知识建构阶段的“电解质”教学-学习序列的开发与教学实施  

Development and Implementation of Teaching-Learning Sequence Based on Three Stages of Knowledge Construction of“Electrolyte Concept”

作　　者：朱梦迪 卢姗姗[1] ZHU Meng-Di;LU Shan-Shan(School of Chemistry,Chemical Engineering and Materials Science,Shandong Normal University,Jinan 250014,China;Shandong Qingdao 58th Middle School,Qingdao 266199,China)

机构地区：[1]山东师范大学化学化工与材料科学学院,山东济南250014 [2]山东省青岛第五十八中学,山东青岛266199

出　　处：《化学教育（中英文）》2023年第15期6-12,共7页Chinese Journal of Chemical Education

摘　　要：学生知识建构是按照“现实主义-经验主义-理性主义”3个阶段的顺序发展的。教学-学习序列(Teaching-Learning Sequence,即TLS)是以促进学生短期知识建构的阶段发展为教学目标、以学生各阶段学习情况为依据的持续性“评价-介入活动”的序列,能够较好地实现教与学之间的相互作用。提出了基于知识建构的3个阶段开发TLS的理论框架,并将该理论框架应用于电解质概念的教学,结果显示促进了学生对电解质概念的深入理解。The students'knowledge construction develops in three stages:realist,empiricist and rationalist.The teaching-learning sequence(TLS)is a sequence of continuous"evaluation-intervention activities"that aims at promoting the stage development of short-term knowledge construction for students and is based on the learning situation of students at each stage.It can better realize the interaction between teaching and learning.In this study,a theoretical framework of TLS development based on three stages of knowledge construction was proposed and applied to the teaching of electrolyte concept.The results showed that it promoted students'in-depth understanding of electrolyte concept.

关 键 词：知识建构 教学-学习序列 电解质 

分 类 号：G633.8[文化科学—教育学]