论证“是否应该停止使用氮肥”社会性科学议题教学--氮及其化合物的复习

Demonstration of Social Scientific Issue of “Whether the Use of Nitrogen Fertilizer Should be Stopped”:Review of Nitrogen and Its Compounds

“氮及其化合物”复习教学中,通过社会性科学议题“是否应该停止使用氮肥”,在真实复杂的两难问题情境中,使学生基于物质类别和元素价态视角分析、设计氮肥的制备、使用以及减少其对环境影响中涉及的含氮物质的转化,提高学生自主应用氮元素“价-类”二维图综合分析、解决真实问题的能力,促进证据推理与模型认知、科学探究与创新意识、科学态度与社会责任等多维度化学学科核心素养的融合发展。经过多轮教学改进,结合教学效果抽提出以下教学策略:课上课下统筹安排,合理设置任务,提高学生参与议题的兴趣,促使学生全身心投入对议题的探讨;聚焦真实问题解决,将议题的探讨过程与关键能力持续进阶紧密结合并相互促进;让学生经历“做真事、真做事、真反思、真发展”的完整过程。

In the review teaching of“nitrogen and its compounds”,through the social science topic “whether the use of nitrogen fertilizer should be stopped”,in a real and complex dilemma situation, students are asked to analyze and design the preparation and use of nitrogen fertilizer based on the perspective of substance category and element valence state, and reduce the transformation of nitrogen-containing substances involved in the environmental impact. To improve the ability of students to solve real problems by using the two-dimensional map of nitrogen element “valence-class”,and to promote the integration of model cognition and evidential reasoning, scientific inquiry and innovation consciousness, scientific attitude and social responsibility and other multidimensional chemistry discipline core literacy development. After several rounds of teaching improvement, the following teaching strategies are proposed based on the teaching effects: making overall arrangement in class and after class, setting reasonable tasks, improve students’ interest in participating in the topic, and urging students to devote themselves to the discussion of the topic, focusing on solving real problems, closely combining the discussion process of topics with key abilities to continuously improve and promote each other, let students experience the complete process of “doing real things, really doing things, real reflection, real development”.