中学生“原子结构”相异构想的认知成因分析及转变策略

Cognitive Cause Analysis and Transformation Strategy of the Alternative Framework of “Atomic Structure” in High School Students

物质结构内容的抽象性导致学生产生大量的相异构想,影响着学生对化学概念的学习和深刻理解。通过整合国内外相关研究结果,从思维的视角分析了中学生"原子结构"相异构想产生的原因,并提出转变学生相异构想、促进概念理解的教学策略。

Content of material structure leads to a large number of alternative framework of students, which affects students’ learning and deep understanding of chemical concepts. This study focuses on the alternative framework of "atomic structure" of high school students. By integrating relevant research results at home and abroad, this paper analyzes the causes of alternative framework from the perspective of thinking, and puts forward teaching strategies to change students’ alternative framework and promote conceptual understanding.