大学化学 >> 2024, Vol. 39 >> Issue (3): 36-42.doi: 10.3866/PKU.DXHX202308029

所属专题： 晶体化学教学

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“抽取共性–讲透典型–衍生个性”，构建晶体结构知识点图谱

王渭娜1, 刘峰毅1, 王文亮1,2,*()   

  1. 1 陕西师范大学化学化工学院, 西安 710119
    2 安徽师范大学化学与材料科学学院, 安徽 芜湖 241000
  • 收稿日期:2023-08-07 录用日期:2023-10-10 发布日期:2023-10-18
  • 通讯作者: 王文亮 E-mail:wlwang@snnu.edu.com
  • 基金资助:
    2022年陕西师范大学“课程思政”示范课培育项目(物理化学实验);陕西省一流课程(结构化学)

"Extracting Commonality, Delving into Typicals, Deriving Individuality": Constructing a Knowledge Graph of Crystal Structures

Weina Wang1, Fengyi Liu1, Wenliang Wang1,2,*()   

  1. 1 School of Chemistry and Chemical Engineering, Shaanxi Normal University, Xi'an 710119, China
    2 School of Chemistry and Materials Science, Anhui Normal University, Wuhu 241000, Anhui Province, China
  • Received:2023-08-07 Accepted:2023-10-10 Published:2023-10-18
  • Contact: Wenliang Wang E-mail:wlwang@snnu.edu.com

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摘要：

在结构化学教学中，晶体结构的多样性、复杂性和抽象性使教学难度增加，本文介绍了笔者在教学实践中根据晶体结构的对称性，以具体–抽象–具体主线，以“抽取共性–讲透典型–衍生个性”为核心，构建晶体结构知识点图谱的拓展教学方法。具体做法是以等径圆球密堆积及其空隙类型/分布作为共性的出发点，通过填隙模型得到典型晶体的结构，通过取代/添加/去除/衍生等方式建立具有多样性的具体物质的晶体结构，形成直观和有脉络关系的知识图谱。可以加深学生理解晶体结构教学中的共性与个性，达到知识理解与迁移运用的目的。

关键词: 晶体结构, 知识图谱, 共性, 个性

Abstract:

In the teaching of Structural Chemistry, the diversity, complexity and abstract nature of crystal structures augment the instructional challenges. This paper delineates the author's pedagogical approach in teaching practice, predicated on the symmetry of crystal structures, following a concrete-abstract-concrete thematic thread, and centering on "extracting commonality–delving into typicals–deriving individuality" to expand the educational methodology in construct a knowledge graph of crystal structures. The specific approach commences with the close-packing of equal-diameter spheres and their void types/distributions as the commonality starting point, progresses through void-filling models to ascertain typical crystal structures, and employs substitution/addition/removal/derivation techniques to establish the crystal structures of specific substances with diversity, thereby forming a knowledge graph with intuitive and contextual relationships. It can deepen students' comprehension of the commonality and individuality in crystal structure education, achieving the purpose of knowledge understanding and transferable application.

Key words: Crystal structures, Knowledge graph, Commonality, Individuality