Element Compounds Teaching Based on Socio-Scientific Issues to Promote the Development of Core Literacy: Argumentation the Rationality of “Traffic Restriction” in Heavy Haze Weather
LUO Cheng-Ji1, ZHAO Ling-Yun2, HU Jiu-Hua3**, JIN Ya-Juan4, QI Zhi-Guo4
1. College of Education, Taiyuan Normal University, Jinzhong 030600, China;
2. No.1 Middle School of Wendeng, Weihai 264400, China;
3. College of Chemistry, Beijing Normal University, Beijing 100875, China;
4. Beijing Bayi School, Beijing 100080, China
Abstract This paper explored the SSI-based instruction of “argumentation the rationality of ‘traffic restriction’ in heavy haze weather” in the teaching of nitrogen and its compounds. By completing the specific teaching procedure: facing the issue to stimulate the original idea, discussing whether there was a relationship between automobile exhausting and haze, discussing whether automobile exhausting was the main cause of haze, making the scientific decision,the students could master the properties of nitrogen and its compounds, establish a thinking method to study the properties and transformation of substances from the perspective of material categories and element valence view, promote the integrative development of multiple dimensions key competencies. After many rounds of teaching improvement, the targeted teaching strategies were drawn on the basis of the process of teaching practice and teaching effectiveness. For example, founding the true scene, the design of driving problems, making the overall arrangement for the three stages: before,during and after class.
LUO Cheng-Ji, ZHAO Ling-Yun, HU Jiu-Hua, JIN Ya-Juan, QI Zhi-Guo. Element Compounds Teaching Based on Socio-Scientific Issues to Promote the Development of Core Literacy: Argumentation the Rationality of “Traffic Restriction” in Heavy Haze Weather[J]. Chinese Journal of Chemical Education, 2020, 41(17): 49-53.
