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1.
汪正文 《课堂内外(高中版)》2020,(1):96-96
理解化学概念是学好化学知识的基础,如果不能学好化学概念,化学学习也就无从谈起。所以教师要给予概念教学充分的重视,要从多个角度入手来帮助学生理解概念、应用概念,并通过相关的化学概念与现实生活的结合教学来提高学生的化学学习效率。 相似文献
2.
在学习化学时，学生对一些意思相近的化学概念容易混淆．为了帮助学生掌握好化学基础知识，学好化学，下面对十对易混淆的概念进行辨析． 相似文献
3.
掌握高一化学概念是高中学生学好化学的基础。多种原因造成部分学生在学习化学概念时思维的各种品质及对思维的自我意识较低，这使得他们在学习化学概念时存在较大的困难。教师在教学中创设良好的学习情境，帮助学生建立化学概念的思维方法，形成化学概念的结构，并运用化学概念解决实际问题，是使这部分学生掌握高一化学概念的有效措施。 相似文献
4.
化学概念是用简练的语言高度概括出来的,常包括定义、原理、反应规律等,化学概念是学生学好化学的基础,因此正确理解化学概念是学好化学的关键,在化学教学和学习中应重视化学概念的教学。 相似文献
5.
用类比法学习化学概念湖北安际一中（４３２６００）曾芙蓉掌握化学基本概念是学好化学的基础。学习基本概念首先应抓住概念的重点字句的涵义，强调应用条件和范围。对于易混淆的概念，通过实例加以区分，再从本质上加以区别，并了解它们之间的内在联系。通过化学概念的类... 相似文献
6.
林泳生 《福建教育学院学报》2004,(9):79-80
化学是一门重要的自然科学，化学中的概念和理论大部分十分抽象，学生难于理解、接受和掌握。对于刚刚学化学的初中生来说，即使是一个非常简单的化学概念，他们都感到生疏，难于理解。学习化学犹如学习游泳，只有身临其境，实际接触，反复练习，做好实验才能真正学会学好。学生学习化学的积极性，在不同年龄，其性质不同。笔者认为：初中化学教学一开始应从研究教学艺术人手，以培养和激发学生对化学的兴趣，才能增强学生学好化学的信心，并牢牢地扎在学生的心田中。 相似文献
7.
评价化学概念理解的工具及编制方法苏州大学化学化工学院（２１５００３）沈理明化学知识是许许多多化学概念的完整体系，对化学概念的理解不仅是学生学好化学，也是发展学生智力，特别是逻辑思维能力的必要条件．要了解学生学习概念的困难点和困难产生的原因，可以采用诊... 相似文献
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9.
谈初中化学基本概念教学中“设疑教学法”的运用 总被引：1，自引：0，他引：1
谈初中化学基本概念教学中“设疑教学法”的运用郭瑞春化学基本概念是学好化学的基础，尤其是初中化学，基本概念相对集中，学生刚开始学习化学，就遇到这样一大堆概念，学起来感到吃力，若能根据学生的心理特点，在教学某个概念时，为学生创造出一个学习这个概念的学习情... 相似文献
10.
在学习化学的过程中，常常有一些词语相近或相似，但含义不向的概念容易混淆，从而对正确理解化学概念、准确描述实验现象、深入领会化学原理、顺利掌握化学知识产生干扰和障碍，这在一定程度上影响了同学们对化学的学习.因此，比较这些容易混淆的概念，理清它们的含义和用法，可防止走人认识的误区，这对于学好化学有很大的帮助． 相似文献
11.
This study examined the pedagogical content knowledge of experienced and novice chemical demonstrators. It specifically delineates the nature of the declarative knowledge associated with science teachers' pedagogical content knowledge. Science teachers who (1) teach abstract concepts in chemistry, (2) have a strong interest in using demonstrations as a science teaching strategy, and (3) have high and low levels of experience conducting chemical demonstrations participated in the study. Clinical interviews were used to probe teachers' pedagogical content knowledge. The findings suggest that the experienced chemical demonstrators possess a greater representational and adaptational repertoire for teaching fundamental concepts in chemistry than novices. They also appeared to be more cognizant of the complexity of chemical demonstrations, how these complexities may interfere with learning, and how simplified variations of chemical demonstrations can promote concept learning. The implications for teacher education programs are discussed. 相似文献
12.
Gülüzar Eymur Ömer Geban 《International Journal of Science and Mathematics Education》2017,15(5):853-871
The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach instruction on ninth-grade students’ understanding in chemical bonding concepts compared to traditional instruction. Seventy-two ninth-grade students from two intact chemistry classes taught by the same teacher in a public high school participated in the study. The classes were randomly assigned as the experimental and control group. The control group (N?=?35) was taught by traditional instruction while the experimental group (N?=?37) was taught cooperative learning based on conceptual change approach instruction. Chemical Bonding Concept Test (CBCT) was used as pre- and post-test to define students’ understanding of chemical bonding concepts. After treatment, students’ interviews were conducted to observe more information about their responses. Moreover, students from experimental groups were interviewed to obtain information about students’ perceptions on cooperative work experiences. The results from ANCOVA showed that cooperative learning based on conceptual change approach instruction led to better acquisition of scientific conceptions related to chemical bonding concepts than traditional instruction. Interview results demonstrated that the students in the experimental group had better understanding and fewer misconceptions in chemical bonding concepts than those in the control group. Moreover, interviews about treatment indicated that this treatment helped students’ learning and increased their learning motivation and their social skills. 相似文献
13.
美国数学教育家杜宾斯基提出的APOS理论是一种建构主义的数学学习理论,他将数学概念的建构分为Action、Process、Object、Scheme四个阶段.在对该理论的认识基础上,结合高职学生数学学习认知的心理特点,对化工专业高等数学概念的教学进行探讨,并就如何进行数学概念教学设计作了探索,使学生主动建构其概念体系. 相似文献
14.
Hu¨seyin Akkus¸ Hakki Kadayifc¸i Basri Atasoy O¨mer Geban 《Research in Science & Technological Education》2013,31(2):209-227
The purpose of this study was to identify misconceptions concerning chemical equilibrium concepts and to investigate the effectiveness of instruction based on the constructivist approach over traditional instruction on 10th grade students' understanding of chemical equilibrium concepts. The subjects of this study consisted of 71 10th grade students from two chemistry classes of the same teacher. Each teaching strategy was randomly assigned to one class. The data were obtained from 32 students in the experimental group taught with instruction informed by the constructivist approach and 39 students in the control group taught with traditional instruction. The data were analysed using analysis of covariance. The results indicated that the students who used the constructivist principles-oriented instruction earned significantly higher scores than those taught by traditional instruction in terms of achievement related to chemical equilibrium concepts. In addition, students' previous learning and science process skills each made a significant contribution to the achievement related to chemical equilibrium concepts. In light of the findings obtained from the results, an additional misconception of chemical equilibrium concepts was determined in addition to the misconceptions in related literature. This misconception is that when one of the reactants is added to the equilibrium system, the concentration of the substance that was added will decrease below its value at the initial equilibrium. 相似文献
15.
分析化学是一门以实验为基础的学科,通过实验可以提高学生观察能力、分析能力,激发学生的学习兴趣,加深对化学概念的理解和对反应过程的记忆. 相似文献
16.
The knowledge of historical facts can help teachers and students to correctly appreciate a variety of scientific theories. It is important to be aware of the evolution of the basic concepts, particularly the ones our students find very abstract and therefore difficult to understand. Historical knowledge of chemical concepts will allow us to understand their difficulties and make them easier to teach successfully. In this paper we answer the following research questions: what was the historic and sociologic context in which chemical equivalent, mole and its magnitude amount of substance were introduced to science? How the lack of historic knowledge in science teaching contributes to the presence of distorted views of science and hampers meaningful learning? 相似文献
17.
Chemical bonding is one of the key and basic concepts in chemistry. The learning of many of the concepts taught in chemistry, in both secondary schools as well as in the colleges, is dependent upon understanding fundamental ideas related to chemical bonding. Nevertheless, the concept is perceived by teachers, as well as by learners, as difficult, with teaching commonly leading to students developing misconceptions. Many of these misconceptions result from over‐simplified models used in text books, by the use of traditional pedagogy that presents a rather limited and sometimes incorrect picture of the issues related to chemical bonding and by assessments of students' achievement that influence the way the topic is taught. In addition, there are discrepancies between scientists regarding key definitions in the topic and the most appropriate models to teach it. In particular, teaching models that are intended to have transitional epistemological value in introducing abstract ideas are often instead understood by students as accounts of ontological reality. In this review paper we provide science educators, curricula developers and pre‐service and in‐service professional development providers an up‐to‐date picture regarding research and developments in teaching about chemical bonding. We review the external and internal variables that might lead to misconceptions and the problematic issue of using limited teaching/learning models. Finally, we review the approaches to teaching the concept that might overcome some of these misconceptions. 相似文献
18.
Hong Kwen Boo 《科学教学研究杂志》1998,35(5):569-581
The purpose of this study was to investigate Grade 12 students' understandings of the nature of chemical bonds and energetics elicited across five familiar chemical reactions following a course of instruction. Based on a chemist's analysis of the conceptual area, a list of relevant concepts involved was identified, and the range of five reactions was chosen. These then served as the framework for drawing up a semistructured interview protocol, which was administered to 48 students. The students' responses revealed a range of conceptions at variance with the chemist's view, some of which have not yet been reported in the literature. The implications of the research are that grasping chemistry concepts and principles from the students' perspective is full of pitfalls. There are numerous ways in which students can misconstruct concepts and principles. Teachers, curriculum developers, and textbook writers must be aware of the various ways in which material presented could be misconstrued and hence be a hindrance to student learning. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 569–581, 1998. 相似文献
19.
Dipl.-Päd. Gun-Brit Thoma Univ.-Prof. Dr. Manfred Prenzel 《Zeitschrift für Erziehungswissenschaft》2009,12(1):64-81
The present study was conducted in the Deutsches Museum in Munich, the Senckenberg Museum in Frankfurt am Main and the Landesmuseum Schloß Gottorf in Schleswig. 160 museum visitors were asked about their conceptions of learning in school and learning in a museum. These conceptions generate a persons’ individual concept of learning. It is formed by the influence of the subjectively different experiences each person makes in varying learning situations. Since every learning environment offers different opportunities and possibilities for learning, it can be assumed that there are location-specific concepts of learning. The results of this study show that concepts of learning in school can be differentiated from concepts in a museum; albeit reactive and constructive concepts of learning were found for schools as well as for museums. In addition it was found that different people’s concepts of learning depend on their places of learning. 相似文献
20.
A teaching strategy based on the use of manipulative materials as models and analogs of chemical entities, combined with structured peer interaction, was found to enhance learning of two chemistry concepts for both formal and nonformal operational students. Instruction in the control class was based on lectures, CHEM Study laboratories, and individual work. Both cognitive and affective outcomes were more positive in the experimental class. 相似文献