Instructional Design of “Atomic Structure” Based on Dual Model Construction
ZHAO He-Lin1*, QI Hong-Tao2, ZHU Meng-Qi3
1. The Affiliated High School of Shanxi University, Taiyuan 030006, China; 2. Taiyuan No.5 Middle School, Taiyuan 030012, China; 3. Taiyuan Normal University, Taiyuan 030619, China
Abstract The “new curriculum” encourages teachers to focus on improving the literacy of students, which values the importance of “evidence reasoning” and “model recognition” in chemistry. Such literacy significantly helps to build up their ability to prove evidences, improve their ability to construct abstract thinking models. In order to embrace this concept, this paper proposes the comprehensive teaching design of “atomic structure” based on a dual-model construction. The dual-model construction describes the constructional relationship between the theoretical model of the atomic structure and the thinking model for answering related questions. Furthermore, the corresponding syllabus is designed within two subsections where the first part is to introduce and re-construct the Bohr model and thinking model, and the second part is to improve the model into a quantum mechanics model with more evidence and new thinking models.
ZHAO He-Lin, QI Hong-Tao, ZHU Meng-Qi. Instructional Design of “Atomic Structure” Based on Dual Model Construction[J]. Chinese Journal of Chemical Education, 2025, 46(11): 60-68.
