Abstract By using CiteSpace software, the visualization analysis of 220 papers on models and modeling teaching research in four major chemical education and teaching journals in the past 40 years shows that, studies of models and modeling in chemistry instruction in China has experienced the embryonic stage, preliminary stage, development stage and deepening stage. Future research on important literature shows that the four stages successively present the characteristics of making physical model to assist abstract understanding, using ideological model to infiltrate model method, implementing modeling teaching based on cognitive model, and carrying out local research aimed at model cognition. However, in the process of diversified development of chemical models and modeling teaching in China, there are still some problems, such as weak localization research foundation, insufficient in-depth classroom modeling teaching research, lack of research on the evaluation of teacher’s modeling teaching ability, neglect of the exploration of students’ modeling cognitive process, and single research paradigm. Therefore, in the future, it is still necessary to further deepen the localization research of modeling teaching based on the discipline characteristics, focus on classroom analysis of modeling teaching process, pay attention to the teachers’ meta modeling knowledge, establish connections with theoretical researchers, expand the research perspective, and combine quantitation and qualitative research.
FANG Jie, LI Dan-Qing, CHEN Yu-Ling. Studies of Models and Modeling in Chemistry Instruction in the Past Forty Years in China: Features, Problems and Trends[J]. Chinese Journal of Chemical Education, 2023, 44(15): 108-114.