Integrated Practice of Teaching, Learning and Evaluation of “Electrolyte Ionization” Based on the Core Literacy Cultivation of “Macro Identification and Micro Analysis”
YU Shao-Hua1, JIAO Peng2*
1. Beijing Changping District Teacher Training School, Beijing 102200, China;
2. College of Chemistry, Beijing Normal University, Beijing 100875, China
Abstract “Electrolyte ionization” is an important subject of high school chemistry which is widely valued by teachers, but the teaching effect is not ideal. Students’ main performance is that they have not established a perspective of understanding matter from the microscopic view, which is directly related to the teacher’s excessive attention to the electrolyte concept in the process of teaching specific knowledge and ignoring the core literacy training function in teaching the concept of ionization. From the perspective of literacy development, “electrolyte ionization” is an important content carrier for cultivating students’ “macro-identification and microscopic analysis” literacy, and the implementation of the integration of teaching, learning and evaluation determines the teaching effect of the core concept of “electrolyte ionization”. This paper shows that through an attempt highlighting the role of water, the functional treatment of conductive experiments, the functional teaching strengthening the concept of ionization, which distinguish it from traditional teaching, the practice of integration of teaching, learning and evaluation has achieved good teaching results.
YU Shao-Hua, JIAO Peng. Integrated Practice of Teaching, Learning and Evaluation of “Electrolyte Ionization” Based on the Core Literacy Cultivation of “Macro Identification and Micro Analysis”[J]. Chinese Journal of Chemical Education, 2022, 43(16): 49-55.
