Abstract “Leading to paradox” is a kind of teaching method with wisdom in creating teaching situation and guiding students whose core idea originates from the paradox thought of the allosteric learning model. It aims to create a reflective learning process of “affirmation, negation and affirmation” for learners. There are four ways to create different paradox situation of “concept and concept” “theory and experiment” “theory and theory” and “experiment and experiment” in the chemistry teaching design in senior high school, so as to promote the transformation from old concepts to new concepts and develop the higher-order thinking ability. In the implementation of “leading to paradox”, we should pay attention to the selection of appropriate knowledge content, the adjustment of students’ psychology and the provision of abundant supporting materials.
FAN Wei-Fang, ZHOU Zhu, WANG Shi-Cun. Chemistry Teaching Design of “Leading to Paradox” in Senior High School Based on the Allosteric Learning Model[J]. Chinese Journal of Chemical Education, 2021, 42(17): 57-62.
