日本初中理科教科书中“粒子的存在”内容选择及启示

日本理科课程中“粒子”科学概念主要与化学课程相关,“粒子的存在”是“粒子”的首要核心概念,主要发展学生从微观层面认识物质的性质、结构及2者之间关系的能力,明确物质是由粒子构成的,粒子包括分子、原子和离子等,且粒子的性质决定物质的性质。从“重要事实”“核心内容”和“主要观念”3个方面自下而上对日本《新科学》教科书中“粒子的存在”相关内容的选择进行分析,发现《新科学》教科书在内容选择上具有注重“粒子模型”构建的层次性和观念层面要求显性化的特征。     

高中化学新教科书有关“硫”教学内容的呈现比较

教科书的内容呈现可以从微观和宏观2个层面来研究。在微观上,可以从教学的三维目标来进行比较,即“知识与技能、过程与方法以及情感态度与价值观”;在宏观上,可以从教科书的一体化原则、程序化原则、最佳化原则和可接受性原则4个方面来进行比较。本文以3个版本的教科书关于“硫”知识呈现为研究对象,从宏观和微观2个层面,对有关“硫”的教学内容进行比较,供高中化学教师教学参考。     

化学教师微观内容教学设计中关注模型想象问题研究

化学微观认识的表征形态及其解释机制本质上是一种模型想象。研究发现,教师微观内容教学设计中有关模型建构方面存在的主要问题是：没有将模型建构作为显性的教学目标,对宏观事实到微观推论认识形成中的想象思维活动设计精致化程度不高,缺乏引导学生在微观水平上认识物质及其变化的意识,对于微观模型想象内容的教学设计缺乏相应的说明性话语,缺乏模型想象的建构性活动设计。主要原因是,教师对于微观知识内容缺乏认识论的思考,对学生微观认识的建构机理缺乏精致化的了解,课程设计存在一定的问题。解决这些问题的基本策略是：教师养成对知识进行认识论思考的良好习惯,系统设计模型想象建构的认知活动,优化课程设计。     

中美高中化学教科书“化学反应原理”模块微观表征插图的设计分析

微观表征插图是重要的化学教学素材,是学生对三重表征在头脑中加工内化的重要认识媒介。为了能在“化学反应原理”模块教学中更好地发挥微观表征插图的价值,通过内容分析法,对中国人教版高中化学教科书和美国高中化学教科书Chemistry: Concepts and Applications在此模块的微观表征插图设计进行了比较分析。结果显示,2种版本教科书中的微观表征插图在该模块插图总数中的占比较少,呈现最多的主题内容均为过程微观表征;缺少“化学反应的方向、限度和速率”主题的微观表征插图;2者表征的形式水平较高,但美版教材更好地融合了“宏、微、符”3类表征。最后,基于分析结果对教科书“化学反应原理”模块中微观表征插图的设计与使用提出了相关建议。     

微观表征视角下的高中《化学反应原理》教科书插图评价

采用文本分析法对人教版和鲁科版高中《化学反应原理》教科书中微观表征插图的使用情况进行分析。结果显示,2种版本教科书出现的微观表征插图数目均较少,微观表征插图主题内容均偏重“过程”,均只体现到部分重要主题,而且均缺乏“宏观-微观“表征插图。对如何合理认识微观表征插图的意义及系统规划微观表征插图的使用作出讨论。     

美国高中化学教科书中氧化还原反应图片设计分析

统计了美国高中化学教科书《化学：概念与应用》中氧化还原反应的知识内容所包含的图片类型，分析研究其作用，同时针对我国化学教科书图片设计提出了建议。     

新版高中化学教科书“本土文化”内容的特征研究

新时代的教科书是铸魂育人的根本载体，是涵养核心价值观的重要源泉。基于教科书中“本土文化”内容构建了包含文化要素、符号表征、内容篇幅、叙述形式、价值取向、知识内涵、教育功能等7个维度的教科书文化资源分析框架。选取新编人教版高中化学教科书作为研究对象，依据量表进行编码。梳理教科书中呈现的文化素材并探讨其建构特征，为优化教科书的文化内容设计及教学运用提供参考性建议。     

美国教科书《化学:概念与应用》建构主义思想分析——以物质的量概念系统为例

结合建构主义理论,从编排顺序、特点、知识发展关系等方面对美国教科书《化学:概念与应用》中的“物质的量概念系统”的建构进行探讨,研究表明美国教科书在引导学生进行知识的意义建构方面独具匠心,而我国教科书在这些方面略显不足。     

中美高中化学教科书支撑同一知识的实验设计和内容呈现比较——以“影响化学反应速率的因素”为例

以人教版、苏教版、鲁科版高中化学教科书以及美版教科书中支撑"影响化学反应速率的因素"这一知识内容所涉及的实验内容为研究对象，从实验的设计和内容呈现等方面进行系统地比较，结果表明：国内的教科书中设计的实验探究性更强，对于学生能力的培养更加全面，美国教科书中设计的实验更注重吸引学生的注意力，激发学生的学习兴趣。最后综合分析了不同版本教科书的优缺点，并对实际教学提出一些建议。     

日本初中理科教科书中“粒子的存在”内容组织与呈现特征

从“主要观念”“核心内容”“重要问题”“情境活动”等4个方面自上而下对日本的《新科学》教科书中“粒子的存在”相关内容的组织与呈现进行分析，发现其具有注重内容结构化和学生认识进阶性，以科学探究活动引领，“粒子模型”显性化等特征。     

“水上”(“on water”)有机反应

"水上"有机反应的发展是水相绿色合成反应研究领域中的一个突破。体系的非均相性质是"水上"反应的基本特征。水不仅是重要的绿色反应介质,在大多数"水上"有机反应中都能观察到水对反应的速度和选择性有明显的提升作用。采用"水上"反应的条件,可以使反应的规模扩大,有利于产物的分离、纯化。本文以反应的类型分类综述了近年来有关"水上"有机反应研究的进展,以及在绿色有机合成中的应用。     

营养化学课程翻转课堂的探索与实践

With its tailored learning content, flexible learning environment and directed teacher guidance, the flipped classroom in "nutrition chemistry" has effectively solved the problems of students' specialty, large number and limited time in the course of elective course. The teaching mode based on the cultivation of students' ability and the core of improving scientific literacy was constructed.     

"Dip-Pen" nanolithography on semiconductor surfaces

Dip-Pen Nanolithography (DPN) uses an AFM tip to deposit organic molecules through a meniscus onto an underlying substrate under ambient conditions. Thus far, the methodology has been developed exclusively for gold using alkyl or aryl thiols as inks. This study describes the first application of DPN to write organic patterns with sub-100 nm dimensions directly onto two different semiconductor surfaces: silicon and gallium arsenide. Using hexamethyldisilazane (HMDS) as the ink in the DPN procedure, we were able to utilize lateral force microscopy (LFM) images to differentiate between oxidized semiconductor surfaces and patterned areas with deposited monolayers of HMDS. The choice of the silazane ink is a critical component of the process since adsorbates such as trichlorosilanes are incompatible with the water meniscus and polymerize during ink deposition. This work provides insight into additional factors, such as temperature and adsorbate reactivity, that control the rate of the DPN process and paves the way for researchers to interface organic and biological structures generated via DPN with electronically important semiconductor substrates.     

发展“模型认知”素养的教学实践*——以“化学方程式”为例

模型认知是重要的思维方法。基于模型认知进行教学设计,能促使教师从关注知识转向关注核心素养,从而使教学活动有效地促进学生思维能力的发展。在对模型及模型认知理解的基础上,以典型的符号模型“化学方程式”为例,阐明了教学思路和教学活动与学科观念的关系,形成了发展学生模型认知核心素养的教学设计。     

Switching "on" and "off" the expression of chirality in peptide rotaxanes

The hydrogen-bond-directed synthesis, X-ray crystal structures, and optical properties of the first chiral peptide rotaxanes are reported. Collectively these systems provide the first examples of single molecular species where the expression of chirality in the form of a circular dichroism (CD) response can selectively be switched "on" or "off", and its magnitude altered, through controlling the interactions between mechanically interlocked submolecular components. The switching is achievable both thermally and through changes in the nature of the environment. Peptido[2]rotaxanes consisting of an intrinsically achiral benzylic amide macrocycle locked onto various chiral dipeptide (Gly-L-Ala, Gly-L-Leu, Gly-L-Met, Gly-L-Phe, and Gly-L-Pro) threads exhibit strong (10-20k deg cm(2) dmol(-1)) negative induced CD (theta;) values in nonpolar solvents (e.g. CHCl(3)), where the intramolecular hydrogen bonding between thread and macrocycle is maximized. In polar solvents (e.g., MeOH), where the intercomponent hydrogen bonding is weakened, or switched off completely, the elliptical polarization falls close to zero in some cases and can even be switched to large positive values in others. Importantly, the mechanism of generating the switchable CD response in the chiral peptide rotaxanes is also determined: a combination of semiempirical calculations and geometrical modeling using the continuous chirality measure (CCM) shows that the chirality is transmitted from the amino acid asymmetric center on the thread via the macrocycle to the C-terminal stopper of the rotaxane. This understanding could have important implications for other areas where chiral transmission from one chemical entity to another underpins a physical or chemical response, such as the seeding of supertwisted nematic liquid crystalline phases or asymmetric synthesis.     

Theoretical study on "multilayer" nitrogen cages

The relative stabilities of nonisomers are investigated. Twenty-two species of nitrogen cage molecules N(2n) (N6 (D(3h)), N8 (Oh), N10 (D(5h)), N12 (D(6h)), N12 (D(3d)), N16 (D(4d)), N18 (D(3h)), N20 (Ih), N24 (D(3d)), N24 (D(4h)), N24 (D(6d)), N30 (D(3h)), N30 (D(5h)), N32 (D(4d)), N36 (D(3d)), N40 (D(4h)), N42 (D(3h)), N48 (D(4d)), N48 (D(3d)), N54 (D(3h)), N56 (D(4h)), and N60 (D(3d))), which are divided into four sets, have been studied in detail. The geometries and varieties of energies are examined extensively, and NBO analysis and AIM analysis are applied to investigate the bonding properties of the cage molecules. The introducing of the concept of "layer" can well assist in explaining why one nonisomer molecule is more stable than another one. The results show that the lengths of bonds, on both sides of which are five-membered rings (referred to as pentagons), are the shortest and the orbital energies are the lowest. The nonlocalized electron numbers of orbitals, on at least one side of which is a triangle, are the greatest. Pentagons play a major role in the stability of a cage molecule, and the three-membered rings (referred to as triangles) play the second one. The layers in nitrogen cage molecules also contribute to the relative stabilities.     

对“红铝”译名的异见

Red-Al是一种非常重要的铝基还原剂。国内学术界望文生义地将其直译为"红铝"是明显错误的。本文建议将其中文译名改为"还原铝"。