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传统的化学课堂教学,往往注重课程知识的完整性与系统性,忽视学生在获取知识过程的体验与感受,导致学生遇到陌生情境的问题时常常束手无策。如何基于化学学科核心素养的框架下来组织课堂活动,从知识至上转向化学学科核心素养,将教学重心从知识的积累向学科思维模型的有意识转化,探索学科核心素养下的教学方法和路径,以帮助学生形成具有学科特质的必备品格和关键能力。本文以“金属的电化学腐蚀”教学案例为例,利用信息差理论,通过学生习得知
Traditional chemistry classroom teaching often emphasizes the integrity and systematicness of course knowledge, neglects students’ experiences and feelings of getting knowledge process, and often leads students to be in a loss when encountering strange situations. How to organize classroom activities under the framework of core chemistry of chemistry and turn from knowledge first to core accomplishment of chemistry so that the focus of teaching can be transformed from the accumulation of knowledge to the conscious thinking of disciplinary model and the teaching methods and approaches under the core of discipline can be explored Students form essential qualities and key competencies with discipline qualities. In this paper, “metal electrochemical corrosion” teaching case as an example, the use of information theory, learned by students learned