Abstract This paper analyzes two problems existing in the practical teaching of “amount of substance”, including the establishment of the relationship between concepts was ignored, which made the presentation of concepts cannot start from the original cognition, and the cognitive function of concepts was ignored, what made the quantity of matter was just regarded as a mere tool of calculation. It is proposed that the teaching should start from the cognition of the third grade, develop from the simple quantitative quantity and the macroscopic quantitative quantity to the scientific stoichiometry, and set up the conceptual structure diagram of the amount of substance with the help of blackboard writing. It presents a teaching record of how to highlight the cognitive function of quantity of substance and promote the development of stoichiometry cognition, and analyzes the teaching effect, existing problems and improvement direction through interviews.
HUANG Wen-Jun, LUO Xiao-Yan, ZHANG Jun-Ru. Teaching Case Based on Concept Recognition Function: Taking “Amount of Substance” as an Example[J]. Chinese Journal of Chemical Education, 2021, 42(21): 60-65.