Chemical Concept Teaching That Integrates Experimental Exploration to Solve Real-life Problems----Taking "Molar Mass" as an Example

This paper analyzes the current status of existing teaching research on "molar mass." In response to the problem of lacking student learning experiences in traditional teaching, it proposes a chemistry concept teaching strategy that integrates experimental inquiry to solve real-world situational problems. Based on the requirements of the new curriculum standards for cultivating core disciplinary competencies and guided by constructivist learning theory and the SOLO taxonomy evaluation theory, specific strategies are formulated-including "creating real problem situations and integrating experimental inquiry activities," "implementing task-based learning and constructing cognitive models of knowledge," and "following the laws of knowledge generation and adopting concept formation strategies"-to design teaching approaches. In teaching, a real-life scenario of drinking water is used to pose the question, "How many water molecules are consumed in one sip?" thereby introducing the learning of molar mass. During the process of completing learning tasks, the concept of molar mass is constructed through concept formation strategies (including exemplification, induction, abstraction, deduction, and application), and a cognitive model for mutual conversion among mass, amount of substance, molar mass, and number of particles is established. Based on this model, students are guided to design experimental plans, which, combined with experimental inquiry, solve the problem of "How many water molecules are consumed in one sip?" In discussions and exchanges, students are prompted to evaluate the strengths and weaknesses of each plan, further helping them enhance their disciplinary abilities in learning comprehension, application practice, and transfer innovation, and implement core disciplinary competencies such as model cognition and social responsibility. The research results indicate that this teaching strategy can effectively address the challenge of the abstract nature of chemical concepts, deepen the understanding of the essence of chemical concepts, and reveal the intrinsic connections between knowledge. It can also significantly enhance students' learning initiative and problem-solving abilities, and strengthen their sense of learning experience and achievement.