Abstract The traditional class only focuses on the semantic memory of macro-meaning, micro-meaning, and quality-meaning of chemical equations, and cannot reach the goal of deep teaching. This lesson clarifies the students' cognitive logic, analyzes the current teaching situation, and uses data images to let students find that there is a positive proportion relationship between the quality of various substances in chemical reactions. It helps students to summarize the information involved in chemical changes and gradually go deep into the micro level, excavate the essence of the macro quality relationship before and after the change, and finally quantitatively understand chemical changes and establish their own symbolic representation.
YE Jing-Yi, YE Zong-Bao. Deep Teaching in Middle School Based on Developing Students' Quantitative Understanding of Chemical Change: The Chemical Equation[J]. Chinese Journal of Chemical Education, 2023, 44(11): 50-55.
