突出“宏–微–符”三重表征定量转化思维的教学设计——以“物质组成的定量认识”为例

Teaching Design Emphasizing the Quantitative Transformation Thinking of “Macro-Micro-Symbol” Triple Representation—A Case Study of “Quantitative Understanding of Material Composition”

摘要: 遵循学生心理发展规律，依据实体模型和图像模型，建构“宏–微–符”三重表征的定量转化思维模式，助力学生理解物质组成的定量认识相关计算模型中的宏观表征和微观表征内涵，进而应用计算模型解决实际问题，最终发展学科核心素养。

Abstract: Following the laws of students’ psychological development and utilizing physical and visual models, this study constructs a quantitative transformation thinking mode based on the “macro-micro-symbol” triple representation. It helps students understand the connotations of macroscopic and microscopic representations in calculation models related to the quantitative understanding of material composition, and apply these calculation models to solve practical problems, while simultaneously developing students’ core disciplinary competencies.