Abstract Combining with specific teaching examples, this paper expounded how to take advantage of the occurrence of “abnormal situation” in chemistry experiment classes and seized the teaching opportunity. Following the trend, by creating real and valuable problem situations, students' learning interest could be further stimulated, and then the “flexible and dynamic” chemistry classes could be created through teacher-student interaction. In the case of specific teaching implementation strategy analysis, based on the preset possible “abnormal situation” in the classroom, the students were guided to improve their cognitive ability in complex situations through “experimental inquiry”; The occasional “abnormal situation” in the classroom would help the students enhance the analytical ability of complex systems through “multi-angle analysis”; Based on the typical “abnormal situation” in the classroom, the ability to deal with complex problems of the students would be greatly improved through “advanced experimental inquiry”. In the process of dealing with “abnormal situation”, we should pay attention to the structure of chemical knowledges, the law of students' cognitive development, the overall design of situations, activities and problem solving. It was also very important to highlight the change of students' learning methods, which would promote the formation and development of students' core literacy in chemistry.
LIU Yan, WANG Hong-Xuan, HUANG Su-Lan. Teaching Strategies of “Abnormal Situation” in Chemistry Experiment Class Based on Core Literacy[J]. Chinese Journal of Chemical Education, 2023, 44(23): 104-108.
