Study Of Teaching The Theory Of The Concept Of "amount Of Substance"

The 'amount of substance', which is one of seven fundamental physical quantities, has 'mole' as its unit. As a basic concept of chemistry course in senior high school, it is not only an important footstone of the chemical system in the phase of senior high school, but also a bottle-neck problem when the students learn chemistry as well as a key but difficulty point in teaching. Based on the reasons above, the author does deeply research on this concept.Teaching and learning of this concept may not only lay the foundation for the teaching of other chemical knowledge, but also have positive influence in fostering the students' abilities of observing, thinking, analyzing and self-studying as well as helping them form dialectical materialism point of view. Thus, the teaching and learning of the concept 'amount of substance' receive a growing concern by researchers over recent decades.The theoretic research of the teaching and learning of 'amount of substance' should not only pay attention to 'how to do' , that is to say how to teach the concept well, but also try to study the psychological mechanism of the students when they learn the concept, namely the reason 'why they do so' . Based on the concept learning theory and meaningful theory of David Ausubel and constructivism learning theory, those theories and related methodologies were used into the teaching process. Thereby, the teaching theories and teaching practice were close related.Firstly, the connotative and denotative meanings of the concept 'amount of substance' were deeply analyzed to find out the reasons that cause the difficulty during the teaching process in this paper; Secondly, some related theories to the teaching of 'amount of substance' were studied, especially on the theoretical ownership of the concept; Lastly, the multi-meaning during the teaching of 'amount of substance' was analyzed. All the researches were aimed to serve the front-line teaching better, and helped to promote the theoretic research of concept teaching.