【摘要】 以中学化学课堂实验教学“Fe²⁺与Fe³⁺的检验”为例，引导学生先从宏观上观察实验现象，再从微观角度解释实验现象，最后从化学特有的语言—书写“离子反应方程式”进行符号表征。这种“宏-微-符”三重表征法有利于学生学习化学知识和构建三者内在的联系，并培养形成学生化学实验探究学习的特定思维模型。更多还原

【Abstract】 This article takes the classroom experimental teaching of the “test of Fe²⁺ and Fe³⁺” as an example to guide students to observe experimental phenomena from a macro perspective, explain experimental phenomena from a micro perspective, and finally use the unique language of chemistry writing “ion reaction equations” for symbol representation. This “macro-micro-symbol” triple representation method is conducive to the students’ chemical knowledge study and the construction of the three inherent links, and has become a unique thinking model for chemistry learning, especially experimental inquiry learning.更多还原