关键词: 物理化学教学, 基本过程锚点, 自由膨胀, 卡诺循环, 熵

Abstract: In response to the limited depth of students’ understanding of the origins of fundamental principles in traditional physical chemistry instruction, this paper proposes a pedagogical adjustment centered on the concept of “anchor points of basic processes”. By examining two such anchor points—free expansion and the Carnot cycle—the study seeks to clarify the logical pathways through which these processes respectively introduce the concepts of state functions and entropy. Free expansion transitions from empirical generalization to the formal establishment of state functions, whereas the Carnot cycle, through an infinitesimal approach, extends from discrete prototypes to universally applicable principles. The progressive relationship between these two cases suggests that teaching should evolve from a “principlesfirst, processes-later” model to one that “derives principles from processes”, thereby using anchor points to internalize the scope of principles and integrate scientific methods into learning.

Key words: Physical chemistry teaching, Basic process anchor, Free expansion, Carnot cycle, Entropy