“定量测定”更有助于高中生科学思维习惯的养成——以“比较过氧化氢在不同条件下的分解”探究实践为例

“Quantitative Determination” Is More Conducive to Cultivating High School Students’ Habits of Scientific Thinking—Taking the Inquiry-Based Experiment “Comparing the Decomposition of Hydrogen Peroxide under Different Conditions” as an Example

摘要: 针对现行高一生物教材“比较过氧化氢在不同条件下的分解”探究实践中基于定性观察氧气产生来判断不同条件下过氧化氢的分解效率，本教学通过优化操作，将过氧化氢分解场所和产生的氧气量化测定集中于一次性注射器，将这一定性观察的探究活动转变为定量测定的探究活动，使原来基于现象观察的估计转变为基于数据比较的判断，学生思考推理由定性分析上升为量化比较，使实验结论更准确、可重复，有助于学生科学思维习惯的养成。

Abstract: In the current inquiry practice of “Comparing Decomposition of Hydrogen Peroxide under Different Conditions” in the first‐year high school biology textbook, the decomposition efficiency is conventionally judged by qualitative observation of oxygen production. This teaching design optimizes the procedure by integrating the site of hydrogen peroxide decomposition and the quantitative measurement of evolved oxygen into a single disposable syringe, thereby transforming the original qualitative observation-based inquiry into a quantitative measurement-based one. As a result, the original estimation based on phenomenological observation is elevated to judgment grounded in comparative data, and students’ reasoning is advanced from qualitative analysis to quantitative comparison. This modification yields more accurate and reproducible experimental conclusions, which in turn helps foster the development of scientific thinking habits.