共查询到19条相似文献,搜索用时 109 毫秒
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在分析了“化学与社会发展”主题内容和教学现状的基础上,针对目前课堂教学中过分强调学科知识而淡化学科价值的渗透,过分注重知识体系的完整而忽视真实情境下利用学科知识解决问题,过分注重习题的反复操练而忽视化学实验的真实体验等值得关注和改进的问题,以“阳光动力2号”为主题情境,通过分析材料、能源和环境的过去和现在,畅想材料、能源和环境的未来,促进学生重构材料、能源、环保的知识体系,体悟化学学科的本体价值及对生活、社会和生命的价值。 相似文献
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通过以真实问题为情境,以化学知识结构化与化学核心观念为基础,以问题的探究为路径,以乙醇教学为例,建构了课程思政视角下的化学思维型课堂即“两思课堂”的基本教学模型,探索了“两思课堂”的评价方法与内容。通过分析学生表现可知两思课堂能同步实现核心价值培育与化学学科核心素养培养,有效实现化学学科的育人价值。 相似文献
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基于Parsel理念,以二氧化碳为载体,正确定位教学目标,改变教学环节,转变教学策略,创设贴近生活的情境,重视评价反馈,引导学生在情境感知、问题解决和探究实践中有效提升科学素养。研究发现,基于Parsel理念的初中化学教学实践应关注3个方面:应创设贴近生活的情境吸引学生;以高质量的问题引发思考;以多样化的活动助推探究实践。 相似文献
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以“过碳酸钠专题复习”的大单元教学为例,从情境选择、内容确定、单元目标、活动设计等方面阐述中考复习阶段通过“单元设计”教学中情境化的教学设计、多样化的教学方式与科学化的教学评价,高效践行立德树人的素质教育以及学以致用、知行合一的真实学习。 相似文献
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以高中化学“羧酸”一节为例,以大概念“化学源自生活,结构决定性质”为引领,结合系列真实情境,将乙酸的性质、羧酸的性质、羧酸衍生物的性质结构化地整合在一起,螺旋上升式地实施教学,顺应学生学习心理,促进学生学科知识结构化和认知结构化的建立,凸显教学中学生的主体地位,厚植学生的化学学科核心素养,也促进教师的二次成长,达到教学相长。 相似文献
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从白衬衫的控诉出发,创设真实的生活情境,以溶解、乳化知识为顺序探讨溶液、乳浊液和悬浊液的形成与特征,让学生知道溶解、乳化现象的原理与应用并解决相关的一些简单的实际问题,体现了化学知识来源于生活,又服务于生活的理念。 相似文献
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以“二氧化硅”的教学为例,基于真实问题情境,以问题为导向设计和实施教学,在过程中渗透化学学科核心素养的培养。经测评,学生兴趣浓厚,教学效果较好。 相似文献
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Anisotropic surface topography is known to induce the contact guidance of cells, and facile and biocompatible approaches of the physical modification of the pertinent matrix surfaces are thus meaningful for biomaterials. Herein, we put forward a sugar‐fiber imprinting technique to generate microgrooves on hydrophobic polymers demonstrated by the poly(lactic‐co‐glycolic acid) (PLGA) films. Microgrooves were conveniently generated after removing sugar fibers simply by water. The resulting locally anisotropic microgrooves were confirmed to elongate the cells cultured on the surface. 相似文献
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Assembly of a Wheel‐Like Eu24Ti8 Cluster under the Guidance of High‐Resolution Electrospray Ionization Mass Spectrometry 下载免费PDF全文
Hao Zheng Ming‐Hao Du Shui‐Chao Lin Prof. Dr. Zi‐Chao Tang Prof. Dr. Xiang‐Jian Kong Prof. Dr. La‐Sheng Long Prof. Dr. Lan‐Sun Zheng 《Angewandte Chemie (International ed. in English)》2018,57(34):10976-10979
A building blocks strategy is an effective approach for constructing the large molecular systems. Herein, we demonstrate that high‐resolution electro‐spray ionization mass spectrometry (HRESI‐MS) provides an effective chance to insight the assemble process of the building blocks and guides the construction of high‐nuclearity metal clusters on the basis of the reaction of Ti(OiPr)4, Eu(acac)3, and salicylic acid. The time‐dependent HRESI‐MS indicates that not only a Eu3Ti building block can be formed, but that it can further assemble into a Eu24Ti8 compound. Temperature‐dependent HRESI‐MS reveals that increase of the reaction temperature favors the formation and crystallization of the stable Eu24Ti8 structure. Single‐crystal structural analysis demonstrates that the Eu24Ti8 has a wheel‐like structure with diameter of ca. 4.1 nm and is the highest nuclearity lanthanide‐titanium oxo cluster reported to date. 相似文献
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Interliggi KA Zeile WL Ciftan-Hens SA McGuire GE Purich DL Dickinson RB 《Langmuir : the ACS journal of surfaces and colloids》2007,23(23):11911-11916
Biomolecular motors, which convert chemical energy into mechanical work in intracellular processes, have high potential in bionanotechnology in vitro as molecular shuttles or nanoscale actuators. In this context, guided elongation of actin filaments in vitro could be used to lay tracks for myosin motor-based shuttles or to direct nanoscale actuators based on actin filament end-tracking motors. To guide the direction of filament polymerization on surfaces, microcontact printing was used to create tracks of chemically modified myosin, which binds to, but cannot exert force on, filaments. These filament-binding tracks captured nascent filaments from solution and guided the direction of their subsequent elongation. The effect of track width and protein surface density on filament alignment and elongation rate was quantified. These results indicate that microcontact printing is a useful method for guiding actin filament polymerization in vitro for biomolecular motor-based applications. 相似文献
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为了探讨教师在实验教学中进行思维引导的重要性和成效性,以中学化学教材中3个探究实验为例进行实验思维的引导,在课堂上深度剖析实验思维,设计问题,层层递进,引导学生积极思考,以获得更佳的课堂效果及培养学生化学学科独特的思维方式。 相似文献