基于“宏观辨识与微观探析”核心素养培养的“电解质的电离”教、学、评一体化实践

Integrated Practice of Teaching, Learning and Evaluation of “Electrolyte Ionization” Based on the Core Literacy Cultivation of “Macro Identification and Micro Analysis”

“电解质的电离”作为高中化学的重要学科内容,受到教师广泛重视,但是在实践中存在着教学效果不理想的情况,主要表现是学生未建立微观认识物质的视角,这与教师在教学过程中过于关注电解质概念,进行具体性知识教学而忽视具有核心素养培养功能的电离概念的教学有直接关系。从素养发展来看,“电解质的电离”是培养学生“宏观辨识与微观探析”素养方面时重要的内容载体,而教、学、评一体化的落实情况决定“电解质的电离”这一核心概念的教学效果。通过凸显水的作用、导电性实验的功能化处理、加强电离概念的功能化教学等区别于传统教学的尝试,在教、学、评一体化的实践中取得了较好的教学效果。

“Electrolyte ionization” is an important subject of high school chemistry which is widely valued by teachers, but the teaching effect is not ideal. Students’ main performance is that they have not established a perspective of understanding matter from the microscopic view, which is directly related to the teacher’s excessive attention to the electrolyte concept in the process of teaching specific knowledge and ignoring the core literacy training function in teaching the concept of ionization. From the perspective of literacy development, “electrolyte ionization” is an important content carrier for cultivating students’ “macro-identification and microscopic analysis” literacy, and the implementation of the integration of teaching, learning and evaluation determines the teaching effect of the core concept of “electrolyte ionization”. This paper shows that through an attempt highlighting the role of water, the functional treatment of conductive experiments, the functional teaching strengthening the concept of ionization, which distinguish it from traditional teaching, the practice of integration of teaching, learning and evaluation has achieved good teaching results.