| The development of chemistry without the support of mathematicaltheory. Chemical quantitative thinking research is thought to help students from theperspective of the amount to deepen the understanding of concepts and principles, andfurther understand the nature of matter and its variation. This paper based on clearly thatchemical quantitative thinking play a significant role in the chemistry education andteaching. To enhance the chemistry quantitative thinking in the teaching of high schoolas the main line and to systematic analysis the missing status of the chemicalquantitative thinking in high school chemistry theoretical teaching and experimentteaching.This paper firstly analyzed the strengthening of quantitative thinking is thesignificance in high school chemistry teaching, briefly introduced the idea ofquantitative research status, as well as the theoretical basis of the research and theselection of research methods.The second part of the study should strengthen students’ chemical quantitativethinking from the perspective of chemical quantitative theory of high school chemistryteaching. The content about chemistry quantitative thinking in PEP high schoolchemistry teaching materials to contrast with the old version related knowledge have astatistical analysis. The results showed that the equilibrium constant presence oftextbooks content system is incomplete and its expression was not standardized.Especially the teaching materials (including college chemistry textbooks) were foundedthe use of multi-ionization equilibrium constant chaos, the concept is not clear. Theresults showed that to strengthen the teaching of high school chemistry theory ofchemical quantitative thinking has very important significance.The third part of the thesis is to enhance chemical quantitative thinking from theperspective of the experimental teaching. Focused on the Data Processing Theory and Error Theory in the quantitative experiment studied. By comparing the current Sino-UShigh school chemistry textbook, discovered our chemical textbook existence of theproblem of significant digits expression has non-standard type in quantitativeexperiments. Through by questionnaire to learn the implementation of the currentsituation in some high schools chemistry quantitative experiment teaching conducted asurvey and statistics, founded that high school chemistry laboratory infrastructure is notperfect, especially the kind of basic equipment needed to quantitatively experiment wasincomplete, insufficient number and other issues. Teachers did not pay enough attentionto the quantitative experiments and ignore the role of quantitative experiment toenhance students’ chemical quantitative thinking. Analyze the reasons that led to theseproblems and made recommendations accordingly.Paper draws on the American high school chemistry textbook related content,summarizes the status of theoretical teaching and experiment teaching of the lack ofquantitative thinking. And made a number of important measures to strengthen chemicalquantitative thinking should take. |
