医学留学生化学实验全英文教学资源建设与实践*

针对目前化学实验全英文在线教学资源匹配度较低、相对匮乏等问题,以医学留学生为中心,建设了有声课件、模块化实景实验操作视频以及测试题库3种不同类型的化学实验全英文教学资源,通过资源的线下使用和基于雨课堂的在线预习,实现从“集中、定时、定点”的传统教学模式向“模块化、碎片化、信息化”的混合教学模式转变,可以丰富教学资源和教学手段,改进教学秩序,提高医学留学生化学知识和技能学习的积极性和主动性,使“教”“学”良性循环,可切实提高化学实验国际化教学质量。     

Heavy Metals in Acrylic Color Paints Intended for the School Children Use: A Potential Threat to the Children of Early Age

Heavy metals are the harmful elements, regarded as carcinogens. Nevertheless, owing to their physical and chemical properties, they are still used in the production of several commercial products. Utilization of such products increases the chance for the exposure of heavy metals, some of them are categorized as probable human carcinogens (Group 1) by the International Agency for Research on Cancer. Exposure of heavy metals to school children at early age can result severe life time health issues and high chance of emerging cancer. Thus, we have performed study relating to the presence of heavy metals in acrylic color paints commonly used by the school children. Acrylic paints of different colors were assayed for seven potential heavy metals manganese (Mn), cobalt (Co), nickel (Ni), zinc (Zn), arsenic (As), cadmium (Cd) and lead (Pb) using microwave digestion and iCAPQ inductively coupled plasma mass spectrometry (ICP-MS) system. The optimized method including paints digestion reagents nitric acid (HNO₃, 65%, 5 mL) and hydrofluoric acid (HF, 40%, 2 mL) have offered excellent method performance with recovery values ranged between 99.33% and 105.67%. The elements were identified in all of the analyzed samples with concentrations ranged from 0.05 to 372.59 µg/g. Cd constitutes the lower percentage (0.05%), whereas Zn constitutes high ratio contribution which was tremendously high (68.33%). Besides, the paints contamination was also color specific, with considerably total heavy metal concentrations found in brunt umber (526.57 µg/g) while scarlet color (12.62 µg/g) contained lower amounts. The outcomes of our investigation highlight the necessity for guidelines addressing the heavy metals in acrylic color paints intended for the school children usage.     

高中化学必修课程“变化观念与平衡思想”学科核心素养的系统构成研究

“变化观念与平衡思想”学科核心素养的系统构成对开展“素养导向”的教学与评价具有重要意义。通过课标分析,基于学科能力模型明确了高中必修学段“变化观念与平衡思想”核心素养的核心知识与活动经验、认识方式、研究对象及问题情境、学科能力活动及其表现等4个维度的具体内涵,系统建构了高中化学必修课程“变化观念与平衡思想”学科核心素养模型。     

美国新AP化学考试特点分析

通过对改革后AP化学考试的形式、时间以及2014-2016年的AP化学试题进行分析,总结出新版AP化学考试的特点：增加简答题中实验题的数量,考查学生“科学实践”的能力;加强对图表的认知和理解能力的考查等。并得出对我国高中化学教学和高考的几点思考与启示。     

高二学生“变化观念与平衡思想”素养表现的追踪评价——以化学反应原理模块为例

基于《普通高中化学课程标准(2017年版2020年修订)》和已有研究,明确了化学反应原理模块“变化观念与平衡思想”素养表现水平,基于水平构建了人教版化学反应原理模块各章的评价指标,通过Rasch模型优化形成了质量良好的评价工具。运用评价工具对470名高二学生开展5次追踪评价,获得了2 149个有效样本,分析高二学生在化学反应原理模块“变化观念与平衡思想”素养表现的变化情况和整体现状。     

《茶经》中的中学化学课程资源

唐代陆羽撰写的《茶经》被誉为“茶叶百科全书”,是中国乃至世界上最早关于茶文化的史料,也是保留最完整、最全面的茶学专著。通过探析《茶经》中蕴含的育人价值,挖掘《茶经》中的化学课程资源。在化学教学中,将《茶经》中与化学知识契合的传统文化内容作为情境载体建立学习桥梁,从化学角度对传统文化内容进行再认识,从文化视角感受化学中蕴含的人文底蕴,帮助学习和理解化学知识,增强文化认同感和民族自豪感。依据新课标中的情境素材建议与要求,梳理了《茶经》中可与高中化学教科书相联系的内容,为创设真实的情境提供素材,利用古代茶器具与中学化学实验仪器之间的相似性创设情境。并且提出了关于中学化学教学中有效融入传统文化的几点建议。     

不同版本高中化学教科书中学生必做实验的分析与启示——基于“科学探究与创新意识”素养

以人教版、苏教版、鲁科版(2019年版)和沪科版(2020年版)高中化学教科书中的学生必做实验文本为研究对象,基于“科学探究与创新意识”素养构建高中化学教科书中学生必做实验文本的分析框架,分析和比较4个版本教科书中学生必做实验文本“科学探究与创新意识”素养的体现及其异同,为学生必做实验教学提供启示和建议。     

基于真实情境的高中化学作业设计——化学中常用的实验方法

依据课程标准,围绕核心素养,通过实例阐述了“双新”背景下基于真实情境的高中化学作业的设计。从生活-生产、学术研究、化学实验、化学史实、教材和跨学科等6个方面挖掘真实情境,精心组织问题,进行作业设计,突出作业对落实核心素养的功能价值。     

Middle-school students’ concept images of geometric translations

This study explored sixth grade students’ concept images of geometric translations and the possible sources of their conceptions in a non-technological environment. The data were gathered through a written instrument, student and teacher interviews and document analyses. Analyses of student responses revealed two major concept images of geometric translations: (a) translation as translational motion, and (b) translation as both translational and rotational motion. Students who held these conceptions showed various levels of understanding, such as conceiving translations as undefined motion, partially-defined motion, and defined-motion of a single geometric figure on the plane. The findings of the study suggested, in general, consistencies between students’ concept images and their concept definitions. However, most of the students’ concept definitions were inconsistent with the formal concept definition of geometric translations.Data analyses also revealed five interpretations of a translation vector: (a) vector as a reference line, (b) vector as a symmetry line, (c) vector as a direction indicator, (d) vector as a parameter, and (e) vector as an abstract tool. Furthermore, classroom instruction, mathematics and science textbooks, real-life examples and everyday language were the major sources of students’ concept images of geometric translations.     

High school students’ understanding of the function concept

This paper is a study of part of the Algebra Project's program for underrepresented high school students from the lowest quartile of academic achievement, social and economic status. The study focuses on students’ learning the concept of function. The curriculum and pedagogy are part of an innovative, experimental approach designed and implemented by the Algebra Project. The instructional treatment took place over 7 weeks during the Junior Year of 15 students from our target population. Immediately after instruction, a written instrument was administered followed, several weeks later, by in-depth interviews. The results are that many of our participants achieved a level of knowledge and understanding of functions on a par with beginning college students, including preservice teachers, as reported in the literature. Many conceptual difficulties that have been reported in the research literature were not as prevalent for our participants and some of them were capable of solving difficult problems involving composition of functions. We conclude that, with appropriate pedagogy, it is possible for students in the Algebra Project's target population to learn substantial and non-trivial mathematics at the high school level, and that the Algebra Project approach is one example of such a pedagogy.