摘要化学不仅需要在宏观的水平上探索物质的性质与变化，也要从微观角度探索物质的组成与结构，而宏观与微观间的联系则是通过化学符号将其交织起来的。因此，学生在学习化学的过程中通过内部信息加工形成了对化学知识的三重表征。本论文从三重表征理论出发，对表征的含义以及化学学习的三种表征形式进行解释，分析学生在进行化学学习时遇到的困难，再结合心理学知识探讨关于培养三重表征思维的教学策略及其应用方式。关键词: 化学三重表征；化学学习AbstractChemistry entails exploring not only the properties and changes of matter at the macro level, but also the composition and structure of matter at the micro level, and the link between the macro and the micro is woven through chemical symbols. Thus, students form a threefold representation of their knowledge of chemistry through internal information processing during the course of their studies. This thesis will use triple representation theory as a starting point to explain the meaning of representation and the three forms of representation in chemistry learning, analyze the difficulties students encounter in conducting chemistry learning, and then combine psychological knowledge to explore teaching strategies and their application in developing triple representation thinking.Key words: Chemical triple representation; Chemistry learning目录1 引言………………………………………………………………………………12 研究的目的与意义………………………………………………………………12.1 研究目的…………………………………………………………………………12.2 研究意义…………………………………………………………………………13 化学三重表征的概述……………………………………………………………23.1 三重表征理论……………………………………………………………………23.2 表征的含义………………………………………………………………………23.3 化学学习的三种表征形式………………………………………………………33.3.1 宏观表征…………………………………………...
