精细化学品化学课程教学中科研意识的培养

根据精细化学品化学课程的特点和性质,课程改革从依据社会需求优选教学内容,运用多种教学方式安排授课,学生提前参与科研训练入手等3个方面开展。在授课教师和导师的“双驱牵引”下,逐步渗透、启发和激发学生的科研意识。与此同时,学院还建立了旨在鼓励学生参与科研训练的奖励机制,并调整了学生成绩考评模式,进一步保障了科研意识的培养。不但有效地改善了课堂教学效果,而且为即将进行的本科生毕业设计和就业打下了坚实的基础。     

中学化学实验发展性教学模式的构建

根据“以学生为主体,以学生发展为本”的指导思想,构建中学化学实验发展性教学的模式,使化学实验教学活动成为增强学生主体参与意识,培养学生发现问题、解决问题、学会创新,促进学生潜能和个性发展的学习活动,开辟化学学科中实施素质教育的新途径。     

高职院校“无机化学”探究式教学模式的构建

针对高职院校“无机化学”课程,根据学生特点,采用“分层教学—优化内容—创设情境,提出问题—教师引导,学生探究—探究成果分享—教学评价”的程序构建了高职院校《无机化学》探究式教学模式,并在操作程序中建立激励机制、保障机制和反馈机制,提高学生的参与程度,保障实施效果。该模式的构建旨在为教学工作者提供参考,为培养创新型应用型人才奠定基础。     

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。     

大理科模式中基础化学课程体系的设计与实践

在社会发展动力的刺激下,近年来出现了很多交叉学科和边缘学科,特点是多学科共同参与且成果共享、全球广泛交流与合作等。面对众多新技术、新思想、新体系和新学术领域不断涌现的局面,需要将培养学生的科学素养、创新意识和科学道德放在重要的位置,使学生从观念到行为方式都适合新时代的人才需要。作为国家基础科学人才培养基地理科多学科综合点,南京大学基础学科教学强化部通过多年的不断探索和实践,形成了“强调宽厚的基础、注意科学研究训练、实行多次选择”的大理科模式,培养出的学生具有显著的群体特征。在对大理科模式的课程设计…     

基于大概念及多角度探讨的跨学科项目式教学——实现“碳达峰、碳中和”的途径研究

基于“碳达峰、碳中和”这一社会热点问题，以“绿色发展”为统摄性的大概念，实施项目式教学，通过探秘“碳源”、挖潜“能源”、创新“储能”、固封“资源”4步曲，优化课堂教学模式、助推学生深度学习。在真实问题情境中，帮助学生厘清学科的必备知识、弄透原理的来龙去脉、构建解题的思维模型，进而发展学生的学科核心素养。     

无机化学课程体系及内容的确定

本文依照教材的知识结构、学生的认识顺序及学生的心理发展顺序相结合的原则,力图打破无机化学课程内容单一的组织形式,依照“少而精”的内容原则,吸收学科结构模式、社会问题模式和实验探究模式的优点,建立新的无机化学课程体系及确立相应的内容。     

“蓝墨云班课”在大学无机化学教学中的应用——以“氟元素”教学设计为例

针对无机化学教学中“氟元素”进行了教学设计。将基于“蓝墨云班课”平台的混合教学模式引入到无机化学课程的教学中,将手机这一移动终端与教学合理地结合起来,让手机变成强有力的学习工具。教学过程中,根据教学内容,在课堂上设计了一些讨论题,借助“蓝墨云班课”的“头脑风暴”“答疑讨论”或“小组任务”等功能,让每一位学生都参与到充满乐趣、合作交流式的学习过程,激发他们的学习积极性和创造性。利用“蓝墨云班课”中的“投票/问卷”功能了解学生对课程认知和兴趣的变化,并以此为依据来改进教学教法。教学情况调查显示,绝大部分学生认可“蓝墨云班课”辅助课堂教学的形式。     

论证“是否应该停止使用氮肥”社会性科学议题教学——氮及其化合物的复习

“氮及其化合物”复习教学中,通过社会性科学议题“是否应该停止使用氮肥”,在真实复杂的两难问题情境中,使学生基于物质类别和元素价态视角分析、设计氮肥的制备、使用以及减少其对环境影响中涉及的含氮物质的转化,提高学生自主应用氮元素“价-类”二维图综合分析、解决真实问题的能力,促进证据推理与模型认知、科学探究与创新意识、科学态度与社会责任等多维度化学学科核心素养的融合发展。经过多轮教学改进,结合教学效果抽提出以下教学策略：课上课下统筹安排,合理设置任务,提高学生参与议题的兴趣,促使学生全身心投入对议题的探讨;聚焦真实问题解决,将议题的探讨过程与关键能力持续进阶紧密结合并相互促进;让学生经历“做真事、真做事、真反思、真发展”的完整过程。     

“虚拟平行班”模式下的研究生专业课程全英文教学研究

总结了“虚拟平行班”模式下研究生专业课程全英文教学的几点经验和探索。通过“虚拟平行班”的构建可以有效缩小学生英语水平方面的个体化差异,引入微课视频,进一步提高了“虚拟平行班”模式的学习效率。研究发现对于研究生专业课程的学习,教师的主导作用不可取代,但可以通过课堂组织形式的改革来拓展课堂的深度和广度。通过“虚拟平行班”的构建结合课堂组织形式和评价方法的改革,最终实现“以培养研究生自主学习能力为目的”的研究生全英文课程建设。     

浅析项目性实践在化学学科教学环节的重要意义——以2019年暑期三下乡为例

Project-based practical teaching is a new type of tentative daily teaching method for undergraduates at South-Central University for Nationalities. This paper introduced the Yanan summer social practice special event "Following the Red Footprint, Caring for the Development of the Sacred Land" for undergraduate students in 2019, and analyzed its significance in chemistry teaching. This practice is an exploration and implementation of integrated project-based practical teaching, to further promote the "theory, thinking, hands-on" integrated project-based practical teaching training mode, to deeply integrate practical teaching and classroom teaching. As the consequence, Engineering students with "rational thinking" could better mobilize their enthusiasm of learning, diverge their thinking, and examine problems from different perspectives.     

通过教学过程和互动设计保障在线教学的效果

Based on the analysis of the courses and the investigation of students' online learning needs, an online teaching mode of "Tencent Classroom" and "Rain Classroom" with "split screen" is designed. This mode is used for the online teaching of "Foundation of Innovation and Entrepreneurship" and "Chemical Instrumentation and Automation". After two months of teaching practice, the teaching and learning were reflected and summarized, aiming to improve the performance of online teaching.     

与时俱进，不断开创物理化学课程建设新局面

As a necessary basic theory course for undergraduates majoring in chemistry, materials, pharmacy, chemical engineering, and biology, physical chemistry plays an important role in cultivating talents to meet the needs of social and economic development. Over the years, the teaching team of physical chemistry of East China University of Science and Technology has carried out the curriculum reform and innovation persistently based on "Team building as the foundation, resource building as the root, mode innovation as the soul, ability training as the origin". This paper will summarize our thinking and experience in striving for the first-class course from the aspects of first-class team construction, first-class resource construction, teaching connotation innovation, teaching mode exploration, and extract the experience that can be used as reference by teaching peers.     

基于物理化学MOOC的混合式教学实践

Based on the massive open online course (MOOC) of physical chemistry from Chinese university MOOCs platform, the authors introduce some initiatives and experiences in the MOOC course construction and the application for undergraduate teaching in Dalian University of Technology. The blended teaching and learning mode made up of "online" and "offline" was put into practice in other universities, and a new "1 + M + N" mode to provincial cross-school sharing has been demonstrated. It was shown that only the enhancement of MOOC teaching be highly valued throughout whole course of teaching, the students' quality and ability could be better cultivated followed by improving teaching quality.     

“讲一练二考三”模式建设面向实际应用的计算化学课程

将"讲一练二考三"的新型教学理念应用于大学化学的教学是一种有意义的尝试。本文结合计算化学课程的特点和本人的教学实践,从课程建设思路、教学内容、教学方式、练习方式和考试方式等几个方面阐述了采用"讲一练二考三"模式建设面向实际应用的计算化学课程的一些经验和方法,探讨了计算化学课程授课内容和教学方法的改革。     

大学化学多维度教学模式探索

Aiming at the dilemma of the traditional university chemistry teaching mode, this paper explores the multi-dimensional teaching mode from the perspective of "student-centered" and "process management". The teaching mode focuses on the four dimensions of "acceptance, application and expansion" of knowledge and "improvement" of ability. It introduces eight teaching sections, including classroom teaching, classroom practice, classroom question and answer, tutoring and answering after class, homework, classroom speech, course essay and extracurricular practice. This teaching mode has achieved initial results and provided an opportunity for students to expand their knowledge and enhance their ability.     

SPOC模式下无机与分析化学课程教学实践

以无机与分析化学课程教学为例,探讨了SPOC混合教学模式下提高学生知识与能力的有效途径。在该课程教学中的应用和考核评价中,采用课堂教学与在线自主学习相结合的教学方式,实现了以能力培养为目标的本科教育模式的"三个转变":(1)以教为主向以学为主的转变;(2)以课堂教学为主向课内课外结合为主的转变;(3)以结果评价为主向以结果与过程评价相结合为主的转变。有效地提高了教学质量,突出地解决了目前高等院校本科教育模式面临的学生学习主动性差、参与度少的问题。     

建构主义知识论在《高分子流变学》课程教学中的运用

随着国家对应用型和创新型人才的需求不断增加,大学教育特别是研究生的人才培养模式势必也要做出相应的调整,而教学方法改革是人才培养模式改革的重要环节。课程的学习很大程度上影响着学生的科研能力,如何通过专业课程的教学培养学生扎实的专业理论基础与一定的实践能力,显得非常重要。本文旨在以《高分子流变学》课程为例,将建构主义知识论与课程教学实践相结合,以学生的学习为本,对具体教学方法进行改革,摸索抛锚式教学模式在教学中的应用。     

“双一流”背景下高等农业院校有机化学基础课程教学新模式的构建及实践

The crop science of Sichuan Agricultural University is an authorized first-class discipline. As the strategic supporting department for innovative talent cultivation in agriculture and forestry major, we are facing a long-term challenge in reforming the teaching mode for basic course-organic chemistry and cultivating talented students with solid basic knowledge and strong sense of innovation. Herein a thorough survey was performing to establish the executable teaching programs for this course during the "Double-First Class Universities Plan" period. A multidimensional teaching resource library for organic chemistry course was also constructed. The new classroom teaching mode "Interest cultivation-Creative thought development-Autonomous and Cooperative learning", along with a stepwise practice teaching mode "Foundation skills-Integrated application-Innovative trial" was proposed and practiced among thirty-five majors including agriculture, forestry and veterinary, to improve the quality for innovative talent cultivation and support our first-class discipline construction. This research could probably serve as a reference for congeneric agricultural university.     

SPOC教学模式在学科教学(化学)教育硕士培养中的应用——以教育技术在中学化学教学中的应用为例

以师范院校面向学科教学(化学)专业教育硕士开设的"教育技术在中学化学教学中的应用"课程为例,研究了SPOC课程教学资源建设的内容、方法,分析了采用翻转课堂的SPOC教学流程的教学设计策略,比较了应用SPOC教学模式前后的学生学习效果。