发展学生化学学科核心素养离不开化学实验

化学实验是化学教学的重要组成部分,不仅具有教育教学功能,而且具有发展学生化学学科核心素养的功能。从认识层面、实践层面和价值追求层面来看,化学实验在发展学生科学本质观、科学实践观和科学价值观方面均发挥着不可替代的功能。教师可以利用化学实验史实呈现真实的科学发现过程,发展学生的科学本质观;可以通过引导学生对化学实验现象的观察和基于实验事实证据的推理发展学生“宏观辨识与微观探析”“证据推理和模型认知”素养;可以通过开展化学实验探究,引导学生拓宽认识视角和认识思路,发展学生“科学探究与创新意识”素养;可以通过化学实验评价发展学生的“科学态度和社会责任”素养。     

专业选修课“配位化学”中课程思政的探索与实践*

以配位化学为例,介绍了在专业选修课教学中课程思政的探索与实践。将配位化学发展史上国内外科学家追求真知、热爱祖国、向往和平的一些励志故事融入配位化学的课堂教学中,对学生进行辩证唯物主义和爱国主义教育,培养学生实事求是的态度和科学创新的精神,树立正确的人生观和价值观。通过对教学内容的精心设计,将配位化学专业知识的讲授与思想政治教育有机结合,实现专业选修课与思想政治理论课同向同行,做到把思政教育贯穿人才培养全过程。     

实施初中化学新课程实验及活动情况的调查报告

义务教育阶段的化学新课程是以提高学生的科学素养为主旨,激发学生学习化学的兴趣,帮助学生了解科学探究的基本过程和方法,培养学生的科学探究能力,使学生获得进一步学习和发展所需的化学基础知识和基本技能;通过化学学习培养学生的合作精神和社会责任感,     

发现化学之美感悟科学魅力

本文指出化学教学的关键,在于引导学生发现化学之美,感悟科学魅力,激发学生的学习兴趣及创造潜能。全文阐述了化学的外在美、揭示了化学的内在美———化学学科思想 (科学之美 )、崇尚化学家的人生之美及化学教师的人格之美。作者认为：化学教师的人格之美源自“以学生发展为本”的教育理念和对学生及化学教育事业的挚爱。本文旨在倡导广大教师更新教育观念,增强自身素质,升华崇高人格,真正实现化学教学中“教师快乐教学,学生享受学习”。     

当前中学化学教学应当简约化

新课改的实施,使得当前的中学课堂花哨纷繁,出现教师独自表演,学生却十分迷惑的现象。化学课堂应当以学生的学习更有收获为根本,让化学课堂教学回归简约,充分体现学生的学习主体性,在简约而不简单的教学过程中追求更好的教学效果。     

为学生构建神奇的化学史与化学美的世界

化学教学,既是一门科学,又是一门艺术。科学精神体现在不尽的教学探索中,而对教学艺术的追求,也是永远没有穷尽的。化学史与化学美中具有科学、人文和审美的重要内容。作为化学教师,笔者深感为学生构建神奇的化学世界,应该是我们教师最重要的工作。多年来,笔者努力开展化学史与化学美教育,探索为学生构建神奇的化学史与化学美的世界。1为学生构建神奇的化学史的世界1.1统计、挖掘教材中的化学史内容伟大的法国物理学家、教育家、科学史家、诺贝尔物理学奖获得者郎之万曾经尖锐地批判在科学教育中,只向学生灌输科学知识的教条主义、形式主义…     

新课程下高中生化学学习成就动机水平的现状调查

结合学科特点,对AMS进行修订,用编制的《高中生化学学习成就动机水平现状调查问卷》并结合访谈,对重庆市4所重点中学高中生的化学学习成就动机水平现状进行调查。结果表明:新课程改革下,高中生的化学学习成就动机处于中等偏高水平,不同性别和学业水平的学生均存在显著差异。学生在面对评价自身能力的化学学习任务时,追求成功的动机最强,避免失败的动机最弱;在面对不确定的化学学习任务时,避免失败的动机最强,追求成功的动机最弱。与解答化学试题相比,学生在面对化学实验和科学探究活动时成就动机水平较高。研究结果为激发和训练高中生化学学习成就动机提供了启示。     

回归实验室的化学教学

化学教学回归实验室,将化学学习回归认识的原点,回归学生科学素质发展的原点。学生喜欢这种教学方式。实验探究成为转变学生化学学习方式的突破口。     

结构化学和计算化学有机结合实现“1+1>2”追求理解的学习

针对结构化学和计算化学的课程特点和学生学习两门课时的学情分析,提出了结构化学和计算化学在授课过程中有机结合、相互渗透,实现“1+1>2”的教学效果和追求理解的学习,为学生理解结构化学的抽象概念和理论以及理解计算化学的基础知识提供一种很好的学习方法,也为教师提供一种很好的教学策略。     

化学作业设计的探索与实践

高中化学作业设计应以学生为本。作业设计的目标必须反映新课程的理念和追求的价值,应有系统性和针对性,为学生的终身学习和终身发展服务。化学作业的认知功能、能力培养功能和反馈评价功能的内涵不断丰富,外延也在不断拓展。     

Temperature-dependent approach to chemical reactivity concepts in density functional theory

The chemical reactivity concepts of density functional theory are studied through a unified view in the temperature-dependent approach provided by the grand canonical ensemble. This procedure leads to a more general perspective that enriches our understanding of the behavior of the average energy and its derivatives with respect to the average number of electrons, provides alternative definitions for those quantities that are “ill defined” at zero temperature, and allows one to determine the relationships among reactivity concepts at any temperature. In particular, it has been found that at high temperatures the parabolic model for reactivity indicators may be justified through the electronic entropy term in the Helmholtz free energy, and that at nonzero temperatures there is an electronic heat capacity contribution to the average energy. In summary, the unified view of the temperature-dependent approach is an important complement to the zero-temperature formulation that clarifies fundamental issues therein.     

化学生物学新前沿——化学蛋白质组学

随着包括人类在内的主要模式生物的基因组计划的完成,生命科学的研究重心转向蛋白质组的研究--在对应基因组的整体蛋白质水平上系统研究调控细胞生命活动的蛋白质.化学蛋白质组学是化学生物学在后基因组时代的最新发展:化学蛋白质组学利用化学小分子为工具和手段,以基于靶蛋白质功能的新战略探测体内蛋白质组,是新一代的功能蛋白质组学.本文综述了化学蛋白质组学的最新进展、有关技术及其在生物医学和药物研发等方面的应用,并对化学蛋白质组学的发展趋势和前景进行了讨论.     

The current state of analytical control in Lithuania

In Lithuania research and development in chemical analysis are concentrated in scientific institutes and universities. The main fields of interest focus on biosensors, electrochemical sensors, sampling techniques and methods, study of atomization processes in spectrochemical analysis and noise evaluation in analytical measurements. Some laboratories also take part in international environmental monitoring programmes. There are about 50 researchers at the Ph.D. level engaged in analytical chemistry and several hundred technicians specialized in the field of analytical control. About one hundred chemical laboratories are active in scientific institutes, universities and factories. Specialized laboratories of chemical analysis are at the disposal of Environmental Control and Health Protection Departments and forensic investigation organizations. So far no laboratories are accredited according to the ISO 9000 norms. Special courses on analytical chemistry are offered at a few schools of higher education in the country. Only at the Department of Analytical Chemistry of the University of Vilnius specialized programmes are available to postgraduate students working towards a Ph.D. to improve their skills in current techniques of analytical chemistry. Recently the Technical Committee TC-16 for Chemical Analysis was formed within the standardization system of Lithuania. Its main activities are centered on issues such as national terminology, certified reference materials (CRMs), analytical methods and analytical quality assurance. There are numerous problems related to national terminology, the preparation of special documents in the field of analytical control and the production of regional environmental CRMs. Problems, also arise in obtaining and using CRMs for analytical instrument calibration and validation.     

美国AP课程中化学概念的引导式探究教学*——以“化学方程式”为例

在美国《AP化学课堂中的引导式探究活动》中,明确了概念性知识采用探究式教学方式的必要性,并根据学习圈理论依次划分出概念探究、概念形成、概念应用及概念评估4个连续的教学活动阶段,使学生能够全程参与到科学概念的形成过程中。以“化学方程式”教学内容为例,介绍了相关教学理论及在此基础上形成的探究式教学闭环,以期对国内中学有关化学概念的探究式教学改革起到一定的借鉴与参考作用。     

Statistics of the Popularity of Chemical Compounds in Relation to the Non-Target Analysis

The idea of popularity/abundance of chemical compounds is widely used in non-target chemical analysis involving environmental studies. To have a clear quantitative basis for this idea, frequency distributions of chemical compounds over indicators of their popularity/abundance are obtained and discussed. Popularity indicators are the number of information sources, the number of chemical vendors, counts of data records, and other variables assessed from two large databases, namely ChemSpider and PubChem. Distributions are approximated by power functions, special cases of Zipf distributions, which are characteristic of the results of human/social activity. Relatively small group of the most popular compounds has been denoted, conventionally accounting for a few percent (several million) of compounds. These compounds are most often explored in scientific research and are practically used. Accordingly, popular compounds have been taken into account as first analyte candidates for identification in non-target analysis.     

中学化学实验教学发展历程回顾及启示(中)

按照时间脉络将我国中学化学实验教学划分为4个主要阶段。第3个阶段是“拨乱反正”、快速发展期,伴随着“文革”结束和中国共产党十一届三中全会的召开,我国的教育事业迎来了发展的新时代。在这一历史时期,中学化学实验教学围绕国家的中心工作,育人功能不断拓展,教学质量不断提升,在教学实践中产生了一些新的教学理念和教学方法,教师素质不断提高,实验教学理论也得到了发展。     

Mass Variables and Chemical Potentials in the Gibbs and De Donder Formulations of Chemical Equilibrium

The classical thermodynamic treatment of chemical equilibria in closed systems is founded on theoretical formulations by J.W. Gibbs and Th. De Donder. These two theories represent mathematically equivalent energy variation problems, related to each other through a mass variable transformation analogous to coordinate transformations in mechanics. Associated with the change in mass variables, chemical potentials of reactive substances are defined differently in the two theories, and are subject to different sets of constraints. Traditionally, the two sets of constraints have been merged into one, by assuming that the chemical potential represents the same variable in both theories, an assumption that is formally inconsistent with the difference in chemical potential definitions. Merging of constraints is still possible if chemical potentials remain invariant in value as a manifestation of symmetry under a Gibbs – De Donder mass transformation, but such symmetry has not been investigated. Here we demonstrate chemical potential invariance by reformulating De Donder’s theory using Lagrange multipliers, and combining the resulting constraints on chemical potentials with the classical Gibbs constraints, in a phase equilibration thought experiment. A new form of the Gibbs–Duhem (GD) relation is derived in the De Donder mass system. Comparing this relation to the classical GD equation in Gibbs’ component framework, subject to chemical potential invariance, directly yields the linear operator mapping the De Donder mass variables onto the set of Gibbs component masses. Results are illustrated for a simple ion exchange reaction, in the process solving the longstanding problem of determining solid exchanger activities in ion exchanging mixtures. It is pointed out that, even though the Gibbs and De Donder formulations are mathematically equivalent, the formal structure of De Donder’s theory allows a more explicit and systematic treatment of constraints, and also defines chemical masses in a form more naturally adapted to typical experimental measurements.     

中学化学教学中的科学思维与逻辑辨析

化学是一门具有创造性的基础科学,是环境、生命、医药、材料等科学的基础,在思维逻辑上彰显和蕴含了丰富的科学思维方法。系统总结化学科学思维方法,可以有效破解中学化学学习中的“繁,难,乱”。在多年的教学实践中,提出了化学科学多向思维方法体系,强调多层次思维过程中对多因素的立体逻辑思维辨析。重点介绍了与中学化学教学相关的零阶、初阶、中阶和高阶逻辑思维辨析的内涵,期望化学教学中重视化学思维逻辑过程,实现化学教与学在思维模式上的深层次发展与提升。     

Selenium and Selenocysteine in Protein Chemistry

Selenocysteine, the selenium‐containing analogue of cysteine, is the twenty‐first proteinogenic amino acid. Since its discovery almost fifty years ago, it has been exploited in unnatural systems even more often than in natural systems. Selenocysteine chemistry has attracted the attention of many chemists in the field of chemical biology owing to its high reactivity and resulting potential for various applications such as chemical modification, chemical protein (semi)synthesis, and protein folding, to name a few. In this Minireview, we will focus on the chemistry of selenium and selenocysteine and their utility in protein chemistry.