Abstract Core concepts in chemistry teaching that possess both the attributes of key teaching points and difficulties can be regarded as “threshold concepts”. They serve as the crucial “gateways” for students to develop a deeper understanding of their studies, while also acting as cognitive “thresholds” that hinder comprehension. This article, from the perspective of threshold concepts in chemistry learning, explains their connotations and characteristics, analyzes students’ learning difficulties in chemistry’s challenging areas, and accordingly proposes targeted teaching strategies, aiming to assist teachers in effectively guiding students to “cross the threshold” and overcome teaching difficulties.
JIN Ya-Ni, LU Shan-Shan. Breaking Through the Difficult Point in Chemistry Teaching: Perspective of Threshold Concepts in Chemistry Learning[J]. Chinese Journal of Chemical Education, 2025, 46(21): 18-24.
