Abstract Taking the teaching of “Iron Salts and Ferrous Salts” as an example, starting from a situation of “warm baby”, this paper created three problem situations “what changes have taken place before and after the use of warm baby” “what is the possible valence state of iron in warm baby after use and how to validate it” and “how to recycle the iron element from warm baby”. We could cultivate students' chemistry discipline core literacy about “macroscopic identification and microscopic analysis”“evidence reasoning and model recognition” “scientific inquiry and innovation consciousness” “scientific attitude and social responsibility” by guiding students to actively carry out inquiry learning and problem solving, which provided case references for teaching design based on chemistry discipline core literacy.
LIU Yan, WANG Xiu-Hong, ZHANG Dong-Hua. Teaching Design of “Iron Salts and Ferrous Salts” Based on Chemistry Discipline Core Literacy[J]. Chinese Journal of Chemical Education, 2019, 40(7): 33-37.
