“三重表征”对化学有意义学习的教学策略探究

Teaching Strategies Research of “Triple Representation” for Meaningful Learning of Chemistry

运用“三重表征”原理进行化学学习,是化学学科所特有的一种思维方式.为促进化学有意义学习,提高化学课堂教学的时效性,从“三重表征”原理对化学有意义学习的价值分析出发,探寻了知识本源化-揭示宏观现象背后的微观本质、微观可视化-模型等形式展示化学变化中的微观世界、符号意义化-融合宏观认识与微观认识的纽带,以及“宏观-微观-符号”-有机结合建构知识框架四种化学教学策略.将四种教学策略有机结合起来并实践于人教版高中课程必修2“原电池”的教学中,体现了该教学策略在激发学生兴趣、构建完整的认知过程、提升学生知识迁移能力上都具有一定的优势.

The use of “Triple Representations” theory in learning is unique to the chemistry discipline. In order to promote the meaningful learning of chemistry, improve the timeliness of chemistry classroom teaching, from the value of the theory of “Triple Representations” to the meaningful learning of chemistry, an exploration is made of the four chemical teaching strategies: knowledge origination:revealing the microcosmic essence behind macroscopic phenomena, microcosmic visualization-model and so on, showing the microcosmic world in chemical change, semanticization:the link between macroscopic knowledge and microcosmic knowledge, and “macro-microcosmic-symbolic” organic combination to construct knowledge framework. Combining the four teaching strategies and and bringing it into the practice of teaching “original battery” in compulsory 2 course of senior high school curriculum of the People’s Education Press has found that the teaching strategy has certain advantages in stimulating students’ interest, building a complete cognitive process and improving students’ knowledge transfer ability.