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