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Citation: Zhihui Xu, Jiangyan Xu. 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[J]. University Chemistry, ;2026, 41(8): 47-53. doi: 10.12461/PKU.DXHX202507059 shu

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

Zhihui Xu ,
Jiangyan Xu ^,

College of Science, Nanjing Agricultural University, Nanjing 210095, Jiangsu Province, China

Corresponding author: Jiangyan Xu,
Received Date: 16 July 2025
Accepted Date: 20 October 2025

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。
- Cognitive psychology,
- Chemistry teaching,
- Cognitive dilemmas,
- Teaching strategy
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