大学化学 >> 2024, Vol. 39 >> Issue (8): 338-343.doi: 10.3866/PKU.DXHX202312084

师生笔谈 上一篇    下一篇

“薛定谔方程–近似模型–核心概念–简单应用”——构建原子/分子结构教学内容的逻辑框架与知识点图谱

王文亮1,2, 王渭娜2, 王素凡1, 盛天1, 周涛1, 魏南1   

  1. 1. 安徽师范大学化学与材料科学学院, 安徽芜湖 241000;
    2. 陕西师范大学化学化工学院, 西安 710119
  • 收稿日期:2023-12-25 修回日期:2024-02-01 发布日期:2024-02-22
  • 通讯作者: 王文亮 E-mail:wlwang@snnu.edu.cn
  • 基金资助:
    安徽省课程思政(结构化学)和陕西省一流课程(结构化学)资助课题

“Schrödinger Equation – Approximate Models – Core Concepts – Simple Applications”: Constructing a Logical Framework and Knowledge Graph of Atom and Molecule Structures

Wenliang Wang1,2, Weina Wang2, Sufan Wang1, Tian Sheng1, Tao Zhou1, Nan Wei1   

  1. 1. School of Chemistry and Materials Science, Anhui Normal University, Wuhu 241000, Anhui Province, China;
    2. School of Chemistry and Chemical Engineering, Shaanxi Normal University, Xi'an 710119, China
  • Received:2023-12-25 Revised:2024-02-01 Published:2024-02-22
  • Contact: Wenliang Wang E-mail:wlwang@snnu.edu.cn

PDF

981

赞

摘要： 针对结构化学课程知识点繁多和概念碎片化、学生难以形成学科框架和完整知识体系的困境，本文提出以“薛定谔方程–近似模型–核心概念–简单应用”为主线，以一维势箱自由粒子模型、单电子类H体系、多电子原子、H2+分子离子、H2分子、多原子分子等“六条分支”来构建学科的逻辑框架与知识点图谱。使碎片化的知识重构关联，形成完整的知识链，帮助学生理解重要概念的逻辑关系、产生脉络及相互联系，并且为学生提供知识迁移的情境，达到知识理解与运用的目的。

关键词: 原子结构, 分子结构, 概念碎片化, 结构化重构, 知识点图谱

Abstract: In response to the challenges of numerous knowledge points and fragmented concepts in the structural chemistry course, as well as the difficulty for students to establish a disciplinary framework and a comprehensive knowledge system, this paper proposed a logical framework and knowledge graph, based on the thematic thread of “Schrödinger equation approximation models – core concepts – simple applications”. This framework includes six branches: particle in box model, single electron hydrogen-like atoms, multi-electron atoms, H2+ molecular, H2 molecules, and multi-atom molecules. By reconstructing fragmented knowledge and forming a complete knowledge chain, this approach aims to help students understand the logical relationships, generation context and interconnections of important concepts, and provides them with a context for knowledge transfer, ultimately facilitating their understanding and application of knowledge.

Key words: Atomic structure, Molecular structure, Fragmented concepts, structural reconstruction, Knowledge graph