物质的量是对微观物质世界进行抽象学习的基石,是连接微观和宏观、定性和定量的桥梁,贯穿在整个高中化学的学习中,是教学重点,同时也是学生在高中化学学习中遇到的第一个难点,根据心理学的首因效应,成功掌握本知识点对培养他们高中化学学习的信心至关重要.物质的量知识的缺失,最直接的影响是学生不会进行物质的量的有关计算,进而造成与之相关的各知识点不能融会贯通.经过多年的教学实践总结,笔者对物质的量的教学进行精心设计,归纳起来有以下有效教学策略:1运用同化策略,化难为易引入概念物质的量研究的对象是学生肉眼无法看到、不能感知的微观粒子,和学生的现实生活相距甚远,所以 The amount of matter is the cornerstone of the abstract learning of the microscopic material world. It is a bridge linking the microscopic and macroscopic, qualitative, and quantitative. It runs through the middle school of high school chemistry and is the focus of teaching. It is also encountered by students in high school chemistry learning. The first difficulty, according to the primary cause of psychology, is that the successful mastery of this knowledge point is crucial for cultivating their high school chemistry learning confidence. The lack of material knowledge, the most direct impact is that students will not carry out material quantities. Related calculations, and thus related knowledge can not be integrated. After years of teaching practice summary, the author of the material amount of teaching is carefully designed, summed up in the following effective teaching strategies: 1 the use of assimilation strategies, difficult to introduce The quantity of conceptual substances studied is the microscopic particles that students cannot see or perceive, and they are far away from the student’s real life.