Reverse Thinking Teaching of Elemental Chemistry Based on Scientific Attitude and Social Responsibility
ZHANG Shi-Man1,2*, LI Cun-Pu2
1.Chongqing Foreign Language School, Chongqing 400039, China;
2.School of Chemistry and Chemical Engineering, Chongqing University, Chongqing 400044, China
Abstract As one of the key competencies in high school chemistry, the cultivation of the “scientific attitude and social responsibility” is always performed as a mere formality. The deep and profound relationship between chemistry and social development can not be understood and identified by the students. In this paper, we performed a series of “reverse thinking” teaching approach in elementary chemistry classes. The core idea of the “reverse thinking” was based on the assumption that one of the elements in the elementary periodic table is disappeared. The students were guided to self-understand the relationships between the elements and development of modern society. Through this teaching approach, the “scientific attitude and social responsibility” could be cultivated in an imperceptible way, while the lofty ambition to building a modern and strong mother country could also be seeded inside every student' heart in the same time.
ZHANG Shi-Man, LI Cun-Pu. Reverse Thinking Teaching of Elemental Chemistry Based on Scientific Attitude and Social Responsibility[J]. Chinese Journal of Chemical Education, 2020, 41(9): 31-40.
