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基于学生在化学概念原理学习中遇到的障碍,在建构主义理论的视野下提出可以通过创设问题情境、设计驱动性问题链,帮助学生将新学的概念原理知识内化到原有的知识结构中。从实际案例出发,以“沉淀溶解平衡”一课为例,说明如何通过设计驱动性问题,用问题或任务驱动学生的学习,激发学生的学习兴趣,促进学生自我生成概念认知图式。
Based on the obstacles encountered by students in the study of the concept of chemical concepts, this paper suggests that students should be able to internalize the concept knowledge of new learning into the original knowledge structure through the creation of problem situations and the design of a driving problem chain under the perspective of constructivism. in. Starting from the actual case, taking the class of “Precipitation and Dissolution Equilibrium” as an example, it shows how to motivate students’ interest in learning and promote students’ self-generated cognitive schema by designing problem-driven or problem-driven students’ learning .