Demonstration of Social Scientific Issue of “Whether the Use of Nitrogen Fertilizer Should be Stopped”:Review of Nitrogen and Its Compounds
HU Jiu-Hua1**, DONG Na1, SHU Chao2, LV Mei-Lin3
1. College of Chemistry,Beijing Normal University,Beijing 100875,China; 2. Huairou Branch of Beijing No.101 Middle School,Beijing 100005,China; 3. Department of Education,Beijing Normal University,Beijing 100875,China
Abstract In the review teaching of“nitrogen and its compounds”,through the social science topic “whether the use of nitrogen fertilizer should be stopped”,in a real and complex dilemma situation,students are asked to analyze and design the preparation and use of nitrogen fertilizer based on the perspective of substance category and element valence state, and reduce the transformation of nitrogen-containing substances involved in the environmental impact. To improve the ability of students to solve real problems by using the two-dimensional map of nitrogen element “valence-class”,and to promote the integration of model cognition and evidential reasoning,scientific inquiry and innovation consciousness,scientific attitude and social responsibility and other multidimensional chemistry discipline core literacy development. After several rounds of teaching improvement,the following teaching strategies are proposed based on the teaching effects: making overall arrangement in class and after class, setting reasonable tasks, improve students' interest in participating in the topic, and urging students to devote themselves to the discussion of the topic,focusing on solving real problems, closely combining the discussion process of topics with key abilities to continuously improve and promote each other,let students experience the complete process of “doing real things, really doing things, real reflection, real development”.
HU Jiu-Hua, DONG Na, SHU Chao, LV Mei-Lin. Demonstration of Social Scientific Issue of “Whether the Use of Nitrogen Fertilizer Should be Stopped”:Review of Nitrogen and Its Compounds[J]. Chinese Journal of Chemical Education, 2023, 44(1): 56-62.
