让学生经历知识形成过程的教学设计——分子的对称性  

Teaching Design for Students to Experience the Process of Knowledge Formation:“Molecular Symmetry Chapter”of Structural Chemistry

作　　者：李海蓓 宋萃 周美娟 戚明颖[1] 殷斯远 周美霖 乔丽娜 LI Hai-Bei;SONG Cui;ZHOU Mei-Juan;QI Ming-Ying;YIN Si-Yuan;ZHOU Mei-Lin;QIAO Li-Na(Marine College,Shandong University,Weihai 264209,China;SDU-ANU Joint Science College,Shandong University,Weihai 264209,China)

机构地区：[1]山东大学海洋学院,山东威海264209 [2]山东大学澳国立联合理学院,山东威海264209

出　　处：《化学教育(中英文)》2025年第4期26-32,共7页Chinese Journal of Chemical Education

基　　金：山东大学教学改革项目(Z2024016,Y2023018)。

摘　　要：结构化学分子对称性章节中群的表示和应用部分的相关知识点抽象,晦涩难懂,学生学习困难,而这部分知识又是联系后续章节以及其他专业课相关知识的重要基础。针对这种情况,提出以学生为主体,教师引导学生经历知识的形成过程。通过一系列教学策略,包括:数学推导图形化,经历抽象知识的形成过程,绘制概念图,抽象知识的具象应用等,充分发挥学生的主观能动性让教与学的难点不再是难点,而是变成课堂主动学习的亮点。The representation and application of molecular point groups in structural chemistry are abstract and difficult to understand,making it difficult for students to learn.However,this knowledge is an important foundation for subsequent chapters.In response to this situation,we propose a student-centered approach with teachers guiding students through the process of knowledge formation.Through a series of teaching strategies,including visualizing mathematical deduction,deducing the evolution process of knowledge,drawing concept maps,and applying abstract knowledge concretely,teaching and learning difficulties are no longer difficult,but become bright spots for active classroom learning by fully unleashing students’subjective initiative.

关 键 词：主观能动性 概念图 知识网络 深度学习 

分 类 号：G642[文化科学—高等教育学] O641-4[文化科学—教育学]