Abstract Currently,exploring cutting-edge hot topics,incorporating more historical materials in chemistry,and integrating ideological and political elements have become significant measures for reconstructing teaching content.However,there are relatively few reports on reconstructing teaching content by sorting out the internal relationships of the existing teaching content.This paper starts from the premise of simplifying teaching content and refining key knowledge points.By leveraging the inherent logical relationships among the teaching contents related to these knowledge points,it constructs these elements into coherent and easily comprehensible teaching segments,thereby achieving the reconstruction of teaching content.Taking typical knowledge points such as the hydrolysis of non-metallic halides,the bonding types in iron halides,the reduction products of potassium permanganate,the structures of nitrogen oxides,and the combustion reactions of alkali metals as examples,this paper constructs teaching content and proposes reconstruction strategies,including comparative reconstruction,progressive reconstruction,dependent reconstruction,evolutionary reconstruction,and hypothetical reconstruction.Practical applications have demonstrated that integrating multiple teaching contents through their inherent logical relationships can effectively improve teaching logic,reduce learning difficulties,and enhance students’ learning initiative,interest,and outcomes.This study provides a reference for further exploring the intrinsic connections among teaching contents and effectively achieving their reconstruction.
CHEN Wan-Ping. Reconstruction Principles,Strategies,and Practices of Elemental Chemistry Teaching Content Under the Framework of Knowledge Logic[J]. Chinese Journal of Chemical Education, 2026, 47(4): 9-15.
