大学化学 >> 2026, Vol. 41 >> Issue (8): 47-53.doi: 10.12461/PKU.DXHX202507059

教学研究与改革 上一篇    下一篇

突破学生认知困境的课堂教学策略——以无机及分析化学课程为例

徐峙晖, 徐江艳   

  1. 南京农业大学理学院, 江苏 南京 210095
  • 收稿日期:2025-07-16 录用日期:2025-10-20 发布日期:2026-08-25
  • 通讯作者: 徐江艳 E-mail:,xujiangyan@njau.edu.cn Jiangyan Xu
  • 基金资助:
    南京农业大学应用化学“国家一流”专业建设项目(2022YHJG002)

Classroom teaching strategies to break through students’ cognitive dilemmas: a case of inorganic and analytical chemistry course

Zhihui Xu, Jiangyan Xu   

  1. College of Science, Nanjing Agricultural University, Nanjing 210095, Jiangsu Province, China
  • Received:2025-07-16 Accepted:2025-10-20 Published:2026-08-25
  • Contact: Jiangyan Xu E-mail:,xujiangyan@njau.edu.cn

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摘要： 基于认知心理学理论，针对“无机及分析化学”教学中学生存在的多重认知困境，探讨优化课堂教学的实践策略。这些策略包括搭建“脚手架”、优化知识表征、构建认知网络、调控认知负荷、促进知识精致理解，以及问题驱动元认知能力发展。实践表明，该策略体系可有效突破学生认知障碍，推动从知识记忆到能力迁移的转化，为理科基础课程教学改革提供参考。

关键词: 认知心理学, 化学教学, 认知困境, 教学策略

Abstract: Based on cognitive psychology theory, this paper explores practical strategies for optimizing classroom teaching to address the multiple cognitive dilemmas faced by students in the teaching of Inorganic and Analytical Chemistry. These strategies include building scaffolding, optimizing knowledge representation, constructing cognitive networks, regulating cognitive load, promoting in-depth knowledge understanding, and problem driven metacognitive development. Practice shows that this strategic system is beneficial for students to overcome their cognitive barriers and boost the transformation from knowledge memorization to skill transfer, providing reference for the teaching reform of basic science courses.

Key words: Cognitive psychology, Chemistry teaching, Cognitive dilemmas, Teaching strategy