“以学生为中心”的普通高校化学课程改革

针对当前普通高校化学课程学习的现状,从课程难度、学生基础、学习目的等方面进行原因分析,提出教学改革的必要性。“以学生为中心”进行教学方法、教学手段、教学思想的改革研究与实践,改变单一教学方法,采用“分层次”教学与辅导,缩小学生基础差距,降低学习难度;采用多种教学手段,利用慕课等平台进行线上线下混合式教学,线上详细讲解、反复熟练,线下夯实基础,强调重点,通过后台数据、线上测验监督和管理学生的线上学习情况,并结合线下作业、考试,做到线上、线下实质等效;在教学思想上进行改革,举例分析如何将思政元素引入到化学课程中,这样能激发学生的学习热情,帮助他们树立良好的人生观、世界观,使教师真正做到“既教书,又育人”。     

基于问题式学习的数据驱动混合式教学模式构建与实证研究——有机化学

基于“以学生为中心”的教育理念，针对基于问题式学习(PBL)的有机化学教学中存在的问题，进行了基于PBL的数据驱动混合式教学改革，并以有机化学课程为例进行了实证研究。线下教学内容注重根据学生线上自主学习的时长和测验统计等学习数据找到学生最近发展区，弹性决策课堂教学内容和活动，重点解决线上学习中的难点问题，并聚焦学生课堂的深度学习与个性化教学，实现了线上和线下学习活动的有机融合。问卷调查和学习行为分析结果表明，基于PBL的数据驱动混合式教学做到以学生为中心，个性化教学，持续改进教学效果，是提升学生学习质量的一种有效的教学模式。     

疫情背景下“完全线上”远程混合式教学的实践与思考

为应对新型冠状病毒肺炎疫情,教师通过在线直播和线上交互讨论等形式,积极探索有效的线上教学方式,为在家自主学习的学生提供良好的学习体验。本文以"无机化学与化学分析"课程为例,面对疫情期间的特殊性,将以往的"线上线下融合"的混合式教学模式进行相应调整,提供给大家"完全线上"的远程混合式教学案例,以获得实时高效的教学效果。     

基于移动学习平台的物理化学混合教学模式探索与实践

移动学习以移动性、及时性、交互性、随时随地性等优势改变着学习方式。将基于网络教学平台的移动学习引入到物理化学的教学中，尝试形成“线上+线下”“课内+课外”的混合教学模式。实践表明：基于移动学习平台的混合教学模式调动了学生的积极性和自主性，提高了教学质量，增强了人才素质，受到了学生的普遍好评。     

混合式教学法在分析化学教学中的设计与实践*——以“碘量法”为例

针对中医药类专业中分析化学课堂以教为主、师生互动少、教学效果较差等问题,借鉴“线上线下(O2O)”混合教学模式,利用清华在线网络平台、雨课堂和中国MOOC等网络资源开展课程建设,并对分析化学课堂教学进行改革,重构教学理念和教学流程,“翻转”师生角色,将线上与线下教学有机统一,借助线上的网络学习资源、测试平台等帮助学生在时间和空间上自由学习,达到学生个性化、差异化学习的目的。     

基于小组合作学习的“线上预习–翻转课堂–课后探究”教学模式在化工原理教学中的应用

在化工原理国家一流线上课程与线上线下混合式教学基础上,开展了基于小组合作学习的线上预习–翻转课堂–课后探究的教学探索。以化工原理精馏单元操作中的塔板数简捷计算为例,对该教学模式进行阐述。通过班级分组、布置课前思考题,引导学生带着问题开展线上预习与小组合作学习,充分发挥了学生学习的主动性,大幅提高了线上预习、线下翻转课堂的教学效果与效率。通过师生翻转课堂教学与小组合作学习,使学生掌握了解决复杂工程问题的思路与方法,培养了学生解决复杂工程问题的能力。通过课后延伸问题与小组合作,引导学生课后进行学习与探究,学生建立了比现有文献适用范围宽得多的塔板数计算方程,培养了科学研究与创新能力。化工原理教学实践表明,基于小组合作学习的“线上预习–翻转课堂–课后探究”是一种较高效、通用性较强的高等工程教育教学模式。     

以培养科研意识为目标的本科波谱学混合式教学设计

针对波谱学传统教学中存在的问题,开展线上教学与线下讨论结合、文献研读与解谱练习结合的“双结合”教学模式。该模式聚焦于化学专业核心素养的培养,以培养学生科学研究意识为目标。课外讨论分层次实施,低阶讨论层次衔接线上、线下教学内容,高阶讨论层次依托科学研究的内容和文献调研,升华教学内容,促进学生科学研究意识的提升。以课外讨论+讨论报告+翻转课堂三个环节“三位一体”为抓手,促进学生参与式学习。“双结合”对激发学生新的学习和思维方式的改变,培养解析数据的能力,提升学生专业素养和科研意识,起到实际效果。     

在垃圾分类中寻找化学元素*——基于生活情境的探究性学习

介绍一个结合4种教学策略(情境教学、探究性学习、合作学习、混合式教学)面向非化学专业类大一学生开展元素化学教学的案例。以垃圾分类为主题,学生分组协作完成探究性学习任务,调查不同种类垃圾中存在的化学元素及其用途,通过线下课堂展示、线上成果共享以及校外推广等3项活动传播探究结论。对比活动前后收集的数据,活动前有75%的学生只认识原子序数前20的化学元素,活动后学生认识的元素数量明显增多,平均值是原来的1.7倍。元素中文名称与元素符号记忆混乱的情况得到改善。最后问卷调查表明活动提高了学生上课的积极性并且对了解生活中的化学元素有帮助。     

针对非高分子专业学生进行高分子化学课程综合教学模式的探索与实践

由于受到新型冠状病毒肺炎疫情的影响,教师无法顺利开展2020春季学期线下教学活动。为了更好地落实教育部提出的"停课不停教、停课不停学"的要求,确保教学质量,特别是针对化学专业(非高分子专业)的100多名本科生的教学,吉林大学化学学院高分子教学团队利用吉林大学在线学堂作为线上教学平台,后期配合线下教学课堂,同时辅助采用以课堂教学为切入点的课程思政体系建设,成功地开展了高分子化学课程在线教学的探索和实践。本课程根据化学专业本科生的教学基础和特点,以培养学生对于高分子学科的研究兴趣,而非直接灌输学生大量的概念、公式让学生死记硬背为理念,实现思想政治教育与知识体系教育的有机统一。通过在线和线下教学形式的组合有效地重组了教学资源,优化了教学过程,特别是思政元素与线上及线下课堂教学各环节的融合,有力地保证了新冠疫情防控期间教学进度的顺利完成与教学质量的提升。     

采用语音课件方式进行在线教学的探索、实践与思考

疫情期间开展了在线教学探索,基于同一教师对两个平行班不同时间授课的特点,在课前将课堂讲义做成语音课件进行直播授课。实践表明,此教学方法有利于避免教师出现口误,开展师生有效互动,降低学生缺课损失,提高整体教学质量。本教学实践为预防疫情常态化,将来更好实现线上、线下结合进行多元化授课提供了有益参考。     

构建网络学习资源提高民族高校有机化学课程教学质量

High-quality online course materials were reconstructed through feedback from undergraduate students and online data analysis regarding constructed learning materials on the Chao Xing Learning Platform. They were used for studying organic chemistry courses online and offline in university for nationalities. This model, based on student-centered teaching, can effectively transform students from passively accepting knowledge to actively learning and internalizing knowledge. This strategy can also enhance the students' learning initiative and the effects of learning, and hopefully be helpful to the universities in multi-ethnic areas in developing fundamental disciplined construction of organic chemistry and other courses.     

混合式教学在“有机化学实验”课堂教学中的应用

Combining the teaching and learning actuality of organic chemistry experiment in Yuxi Normal University, the blended teaching reform based on rain classroom was introduced in this paper. The influence of mixed teaching mode on teaching and learning was discussed from the changes of teacher's teaching, student's learning and evaluation mode. The flip of traditional classroom and the change of roles of teachers and students was realized by the Online and offline teaching mode. The extraction of caffeine from tea was applied to expound the specific application of hybrid teaching in experimental teaching. The practice proved that mixed teaching helped students to improve self-learning ability, innovation and entrepreneurship and comprehensive applied ability.     

翻转课堂在仪器分析教学中的应用

针对当前仪器分析课程普遍存在理论知识抽象、枯燥、难以理解,学生学习难度较大、学习积极性不高的问题,提出将翻转课堂的教学模式应用于仪器分析教学中。该教学模式通过学生课前预习、课中完成知识吸收与内化、课后教师布置练习作业或者拓展性学习任务,线上与线下学生与教师交流互动的方式,提高了学生学习该课程的兴趣,培养了学生自主学习、独立思考及创新的能力。同时,该教学模式适用于多民族学生的共同学习。     

以学生为中心的物理化学远程教学初探

During the fight against the new coronavirus epidemic, the "Physical Chemistry" team of Beijing Normal University used various network platforms and tools, such as MOOC of China University, Rain Classroom and WeChat Group in the teaching process. The exploration and practice of online learning of "Physical Chemistry" is carried out based on MOOC teaching, with student learning as the center and teacher guidance as the support. Taking the most difficult chapter of "fundamentals for statistical thermodynamic" as an example, we designed a complex teaching program that includes previews, watching MOOC videos in class, real-time online exercises, teachers' answers, and after-class reflection and questioning. The students were encouraged to learn independently through the reserved information, designed activities and assignments. Practice shows that the online course has cultivated the students' self-management ability, trained their critical thinking skills, and achieved good teaching results.     

“五位一体”混合式教学模式研究与实践*——以无机与分析化学课程为例

为解决无机与分析化学课程教学过程中面临的诸多现实问题,实现德育引领、能力培养、知识传授的教育教学目标,以学生的学习需求、学习能力、学习成效为中心,在线上与线下混合式教学的基础上,基于微课和翻转课堂,构建了“线上、线下、理论、实践、思政”有机融合的“五位一体”混合式教学新模式,对该教学模式的研究涵盖教学目标、教学内容、教学活动及学习效果评估等4个方面。经过2个学期的教学实践,结果表明,该教学模式提高了学生的学习主动性,收到了良好的学习效果。     

普通化学实验“学生中心”教学模式改革与探索

This paper introduces the implement program and significance of the teaching reform of student-centered teaching mode, on the basis of classroom practice in general chemistry laboratory. A complete comparisons between the student-centered teaching mode and teacher-centered teaching mode were carried out in many aspects, such as teaching process, teaching evaluation, teaching implementation effect, etc. The main status of students should be built and all efforts are made focusing the students in student-centered teaching mode. Students can absorb knowledge, improve ability, and cultivate healthy personality by online and offline teaching models, heuristic teaching methods and cooperative learning strategies, which were implemented with the Superstar learning platform. The student-centered teaching mode helps to build a harmonious relationship between teachers and students, cultivate students' scientific literacy and humanistic quality, and promote the all-round development of students.     

物理化学教学的形成性评价探索与实践

在Blackboard (Bb)教学平台基础上,综合利用线上线下教学资源,构建陕西师范大学物理化学理论课程教学的形成性评价体系,对学生自主学习、总结提升、效果检测三方面进行综合性评价。这种贯穿整个教学过程的形成性评价方式对学生的有效学习起到了积极的促进作用。     

利用无机化学在线课程资源，开展翻转课堂的教学实践

During the years of 2015 to 2018, the inorganic chemistry course in Tianjin University has gradually transited from small private on-line course (SPOC) to flipped classroom. Flipped classroom teaching practices were carried out at more than 30 classes at our university by the sufficient use of on-line course resources. These practices effectively improve the quality of teaching, and greatly solve the problem of poor learning initiative and low participation of the students existing in current traditional teaching model. This article in detail introduces and summarizes the following four aspects, including transition of teaching modes, construction of online resources, online and offline supervising, test scores analysis and teaching thought. The effective ways for flipped classroom mode are discussed to improve students' knowledge and learning ability. And it also provides references for teachers to carry out their classroom teaching reform.     

疫情背景下多元化素材在分析化学线上教学中的综合运用

Because of the outbreak of COVID-19, the course 'Analytical Chemistry II' is taught via online for the 2019-2020 spring semester. During the process, materials from various sources are successfully incorporated into the teaching. Particularly, the detection, therapy, drug development for COVID-19 are all tightly related to analytical chemistry. With introduction of these correlative multimedia materials into the teaching and learning practice, we can help the students better understand the concept of analytical chemistry. It is a beneficial attempt for combination of online and offline teaching in the future.