基于5E-CTC模式发展批判性思维的教学设计——化学平衡的移动  

Teaching Design of Critical Thinking Training Based on 5E-CTC Model:Shift of Chemical Equilibrium

作　　者：张四方 牛汝南 卢淑娟 祝海鸿 张梦怡 ZHANG Si-Fang;NIU Ru-Nan;LU Shu-Juan;ZHU Hai-Hong;ZHANG Meng-Yi(College of Chemistry and Material Science,Anhui Normal University,Wuhu 241000,China)

机构地区：[1]安徽师范大学化学与材料科学学院,安徽芜湖241000

出　　处：《化学教育(中英文)》2025年第5期51-60,共10页Chinese Journal of Chemical Education

基　　金：安徽省质量工程重点教学研究项目“高校中学协同下化学师范生科普能力培养的实践研究”(2023jyxm0142);安徽省新时代育人质量工程“化学课堂观察与管理”研究生线下示范课程(2022xxsfkc010);安徽省质量工程教学研究项目“学科教学论(化学)课程思政示范课程”;安徽省基础教育教学成果培育工程“初中‘四全’科学教育模式的创新实践与探索”。

摘　　要：批判性思维是一种高阶思维品质,它是为决定相信什么或做什么而进行的合理的、反省性的思维,是培养创新性人才的重要前提。以现有中学化学教学中批判性思维教育为基础,在5E教学模式基础上,构建并发展了批判性思维的5E-CTC循环教学模式。以“化学平衡的移动”为例,详细阐述“创设问题情境,引发学生思考”“设计探究实验,自主解释归纳”“进行迭代验证,完善已有认知”“联系生活实际,迁移应用新知”“引导反思评价,促进思维提升”等5个教学环节,通过循环迭代的活动设计,引导学生进行实验探究,发展批判性思维。Critical thinking is a kind of high order thinking quality,which is reasonable and reflective thinking for deciding what to believe or what to do,and is an important prerequisite for training innovative talents.According to the current situation of critical thinking education in chemistry teaching in middle school,the 5E-CTC cycle teaching model of developing critical thinking is constructed based on the five stages of 5E teaching model.Taking“the movement of chemical balance”as an example,this paper expounds the five teaching methods of“creating problem situations and provoking students’thinking”,“designing exploration experiments and self-interpretation and induction”,“carrying out iterative verification and improving existing cognition”,“connecting with actual life,transferring and applying new knowledge”,“guiding reflection and evaluation and promoting thinking improvement”in chemistry teaching.Through the iterative activity design,students are guided to conduct experimental research and develop critical thinking.

关 键 词：批判性思维 5E-CTC教学模式 化学平衡的移动 教学设计 

分 类 号：G633.8[文化科学—教育学]