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教师与学生部分核心化学概念相异构想的比较研究 被引量:7

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摘要 通过对化学教师部分核心化学概念相异构想的调查研究,并与高一学生的研究结果相比较,发现教师与学生整体回答的曲线大致平行;教师及学生在“宏观-微观”、“微观-符号”表征转换方面存在困难。为了促进教师与学生相异构想的转变,应促进教师教学的反思,充分利用教材的资源,丰富学生相异构想的调查。
作者 罗秀玲
出处 《化学教育》 CAS 2008年第1期31-33,共3页 Chinese Journal of Chemical Education
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参考文献7

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  • 3袁维新.西方科学教学中概念转变学习理论的形成与发展[J].比较教育研究,2004,25(3):33-38. 被引量:37
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二级参考文献27

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