指向化学核心素养的逆向教学设计  

The Reverse Teaching Design Pointing to the Core Quality of Chemistry

作　　者：庞璐 彭菊 金钟 赵丽凤[1] Pang Lu;Peng Ju;Jin Zhong;Zhao Lifeng(Kashi University,Kashi 844008,China;Nankai University,Tianjin 300071,China)

机构地区：[1]喀什大学,新疆喀什844008 [2]南开大学,天津300071

出　　处：《云南化工》2024年第4期158-161,共4页Yunnan Chemical Technology

基　　金：喀什大学教研教改课题“互联网+介入化学专业教育见习的实践研究”(课题编号:KJEY2202);喀什大学研究生科研创新项目“基于UbD理论的化学单元教学设计与实践研究”(课题编号:KD_(2)022KY008);自治区研究生教育教学改革项目“大概念统领教学理念下的学科化学专业研究生实训教学研究”(课题编号:XJ2023GY34)。

摘　　要：逆向教学设计追求知识的深度理解,强调知识的意义建构与迁移应用,是实现学生化学知识素养化的可行路径。通过以盐类水解单元教学“溶液的三大守恒”为例,进行逆向教学设计,给指向化学核心素养的教学融入新鲜血液,引导学生将化学知识结构化,提升学生推理判断化学问题的认识方式,养成学生自主迁移知识解决复杂化学问题的能力与品格。The reverse teaching design is a feasible way to realize students’chemical knowledge accomplishment by pursuing the deep understanding of knowledge and emphasizing the meaning construction and transfer application of knowledge.In this paper,the teaching of“The solution of the three conservation”in the salt hydrolysis unit is taken as an example,and the reverse teaching design is carried out to integrate fresh blood into the teaching of the core quality of chemistry.The teaching design aims to guide students to structure chemistry knowledge,improve students’understanding of reasoning and judging chemical problems,and cultivate students’ability and character to independently transfer knowledge to solve complex chemical problems.

关 键 词：化学核心素养 逆向教学设计 溶液的三大守恒 

分 类 号：G633[文化科学—教育学]