12C contained; why chose 12C as a benchmark for "Avogadro's number"; how to determine the value of "Avogadro's number" and so on. And this paper also expounded that teachers should take advantage of the students' previous experience for "provisions", give full play to the students' autonomy, mine the resources of science history, reveal the revision of knowledge, combine with the experimental process to highlight the important significance of experiments."/>
“阿伏伽德罗常数”学习困境分析与对策探讨
Analysis of “Avogadro's Number” Learning Dilemma and Countermeasures
YAO Meng-Juan1, ZHANG Xiao1, WU Han-Qing1,2
1. The College of Education of Capital Normal University, Beijing 100037, China; 2. The department of Chemistry of Capital Normal University, Beijing 100048, China
摘要：探索“阿伏伽德罗常数”中“规定”表述背后隐藏的玄机：0.012 kg 12C中含有多少原子；“阿伏伽德罗常数”为什么选择12C作为基准；“阿伏伽德罗常数”的数值如何确定等。得出启示，教师对于“规定”表述应当利用学生的原有经验，发挥学生的自主性；挖掘科学史资源，揭示知识的修正性；结合实验过程，突出实验的重要意义。
