化学平衡的信息化教学工具研究——以合成氨为例
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摘要
针对现行化学平衡教学中存在的突出问题,研发了一款以合成氨为例的化学平衡知识学习和习题验证的教学软件。该软件采用了可视化的技术,用柱状图、曲线、数据来展示反应达到平衡的动态变化过程,便于学生从反应平衡的图像和数据中获取信息并进行推理,从而认知化学平衡的原理。该软件不仅能用于化学平衡各概念的教学,也能为化学平衡习题课的讲解创设必要的教学情境。
Based on the outstanding problems in the current chemical equilibrium teaching, a software tool for chemical equilibrium knowledge learning and exercise test was developed with synthetic ammonia as an example. The software adopted the visual technique to display the dynamic process of equilibrium by using histogram, curve and data, and it was convenient for students to obtain information from the reacting images and data, and to carry out reasoning, so as to recognize the principle of chemical equilibrium. This software could not only be used in the teaching of chemical equilibrium concepts, but also for the creation of the necessary teaching situation for the explanation of the chemistry equilibrium exercise class.
Based on the outstanding problems in the current chemical equilibrium teaching, a software tool for chemical equilibrium knowledge learning and exercise test was developed with synthetic ammonia as an example. The software adopted the visual technique to display the dynamic process of equilibrium by using histogram, curve and data, and it was convenient for students to obtain information from the reacting images and data, and to carry out reasoning, so as to recognize the principle of chemical equilibrium. This software could not only be used in the teaching of chemical equilibrium concepts, but also for the creation of the necessary teaching situation for the explanation of the chemistry equilibrium exercise class.
引文
[1] 汪志成.教学月刊:中学版,2012(10):1-2
[2] 李海清.学周刊,2014(14):216
[3] 乔玉卿,刘子忠.化学教育,2015,36(9):48-52
[4] 黄萍,冉鸣.化学教育(中英文),2017,38(15):40-45
[5] 郭美荣,侴爱辉,夏德宏,等.实验室研究与探索,2012,31(11):128-129
[6] 北京师范大学,华中师范大学,南京师范大学无机化学教研室.无机化学.4版.北京:高等教育出版社,2002:257
[7] 天津大学物理化学教研室.物理化学.6版.北京:高等教育出版社,2017:205
[8] 胡永才.化学教学,2014(11):86-88
[9] 徐守兵.化学教育,2011,32(6):25-27
[10] 汪志成.教学与管理,2016(1):74-75
[11] 刘玲玲,冉鸣.化学教育,2011,32(9):64-66
[2] 李海清.学周刊,2014(14):216
[3] 乔玉卿,刘子忠.化学教育,2015,36(9):48-52
[4] 黄萍,冉鸣.化学教育(中英文),2017,38(15):40-45
[5] 郭美荣,侴爱辉,夏德宏,等.实验室研究与探索,2012,31(11):128-129
[6] 北京师范大学,华中师范大学,南京师范大学无机化学教研室.无机化学.4版.北京:高等教育出版社,2002:257
[7] 天津大学物理化学教研室.物理化学.6版.北京:高等教育出版社,2017:205
[8] 胡永才.化学教学,2014(11):86-88
[9] 徐守兵.化学教育,2011,32(6):25-27
[10] 汪志成.教学与管理,2016(1):74-75
[11] 刘玲玲,冉鸣.化学教育,2011,32(9):64-66