Abstract Junior high school students are easily affected by preconcepts when learning molecules and atoms, and have a wrong understanding of the ontology, function and symbol of microscopic particles. The research combs the discipline logic of the particle perspective in the biology, physics and chemistry textbooks of the People’s Education Press Edition, and sorts out the questions of the previous students after the new course learning. The teaching is designed and implemented in the order of scale change, particle ontology, particle interaction and the symbolic representation of particles. The classroom teaching better solves the problem that students are not interested in similar physical knowledge, and it is difficult to visualize particles due to conceptual abstraction, and promotes students to put forward new problems from the macro-micro and micro-micro perspectives after class, which lays a good foundation for the in-depth study of the micro-particle perspective in the second class. Finally, research based on the actual teaching situation of the two classes, the teaching suggestions of different levels of classes are put forward.
HU Lin-Tao. Construction of Particulate Perspective Based on Interdisciplinary Integration in Junior High School Chemistry Concept Teaching: Molecules and Atoms[J]. Chinese Journal of Chemical Education, 2025, 46(17): 33-40.
