综合训练策略提高学生提出探究问题能力的研究

以提问能力相当的2个高一班107名学生为被试对象,随机分成实验班和对照班,实验班用提问能力综合训练策略培训2节课,对照班不做相应训练。最后,用学生未学习过的“高锰酸钾与草酸溶液的反应”实验为问题情景,研究该策略对学生提出探究问题能力的影响。结果显示：综合训练策略,能提升学生提出探究问题的能力;对学优生、中等生的帮助更大;对提升男生的提出探究问题能力的效果稍优于女生。此研究可为有效培养学生提出化学探究问题能力提供参考。     

关于高一学生化学探究能力的调查及思考--高中化学课程探究性学习的方法和途径研究课题初报

探究学习作为一种重要的学习方式,对培养和发展学生的科学素养有不可替代的作用,如何评估学生的探究能力?目前学生的探究能力的现状怎样?本研究采用问卷调查的方式对上述问题做了初步探究。结果表明：(1)提出问题并形成课题的能力、猜想与假设的能力、制定探究方案的能力、收集证据的能力、分析证据并形成结论的能力、评价与反思的能力、合作与交流的能力是构成科学探究能力必不可少的要素。(2)高一学生化学探究能力普遍偏低,探究能力各要素发展不平衡。     

对初三学生化学学习中"提出问题"的探讨

要想培养创新型人才,适应当前创新教育的需要,必须培养学生“发现问题、提出问题”的能力,这是创新型人才应具备的基本素质。本文从对学生的问卷调查及老师座谈两方面初步探究初三学生“提出问题”的现状及原因,并从影响学生“提出问题”认知因素、个人因素及环境因素等方面进行了探讨,希望能改变学生不善于“发现问题、提出问题”的现状,以促进学生学习能力的发展和提高。     

初中生化学问题解决中元认知能力的现状分析

初中生化学问题解决中的元认知能力是构成学生化学问题解决能力的重要成分,对学生化学问题解决起着关键作用。本研究采用访谈和调查的方法对上述问题做了初步探讨。研究结果表明：（1）初中生化学问题解决中元认知能力总体水平不高,其中监测性、调控性和评价性总体偏低。（2）学优生、中等生和学困生在化学问题解决中的元认知能力差异非常显著。（3）化学问题解决中元认知能力的高低是影响初中生化学学习成绩的因素之一。     

在高中化学情境教学中提高学生问题解决能力的研究

针对高中化学学科的特点,系统、深入地研究在高中化学情境教学中,提高学生问题解决能力的理论和实践问题。本研究认为在高中化学中实施情境教学有利于激发学生创新和解决问题的动机,提高学生问题解决的能力。同时,结合教师在教学实践过程中的案例分析,对于在高中化学情境教学中如何创设教学情境、如何处理教学中教师的作用等问题做了分析。因此,本课题着眼于提高学生问题解决能力的理论和实践问题,为高中化学教师提供新课程理念的教学资源和教学案例,同时也对于高中化学情境教学的实施提出建议,指出在情境教学中的应该遵循的原则和应该注意的问题。     

在调查研究活动中进行探究学习--调查"NaHCO3在治疗胃酸过多症中的作用"的教学案例研究

探究性学习以学生发展为本,通过学生自主探究式学习,使个性潜能得以充分发展,其目的在于培养学生创新精神和实践能力。而通过调查研究活动实施探究性学习更注重于学生们收集资料、整理信息、开展社会调查能力的培养,更有利于提高学生分析问题、解决问题的能力。     

对新生进行基本操作强化训练

在化学教学中如何使学生尽快掌握操作技能,使学生自己通过亲自动手实验来发现问题、探索知识,发展学生的观察能力、思维能力和创造能力,形成良好的素质是教学中需要研究的重要问题。     

化学教学中融入原始问题的价值及策略

习题教学是当前课堂教学中进行学生能力培养的重要方式。原始问题来源于生产或生活,比传统习题具有更大的开放性、灵活性。原始问题解决一般需要4个步骤,更容易考查学生的应用能力和创造能力。原始问题具有较好的教学实践价值：契合学生的直接经验和间接经验;促进化学学科观念教育;培养学生的创造性思维;推进化学高考的改革。提出编制和融入化学原始问题的策略：从生活中引入真实素材,设计阶梯性的问题;采用条件转换式教学法,使习题与原始问题相互转化。     

"问题研究法"在高三化学综合复习中的应用研究实验报告

本文总结了“问题研究法”的实验初步结果。实验表明：实施“问题研究法”可以明显提高学生的问题意识、自主学习能力和学习成绩。这种教学模式要求教师首先应转变教学观念,将学习的主动权交给学生,并应具备较强的驾驭课堂的能力。“问题研究法”更适合知识较扎实,思维较活跃的学生,但也能增强一般学习水平学生的自主学习意识,提高他们的学习能力。     

应用问题解决教学模式进行化学教学的探索

问题解决能力是学生的一种重要的学习能力,如何在教学中提高学生问题解决能力一直是教育研究中关注的问题。对问题解决教学模式的含义、实施进行了讨论,并针对实施中应该注意的问题提出了建议。     

新工科背景下分析化学中质量保证和质量控制的教学改革探究*

通过对目前分析化学教学中存在问题的分析,探究了新工科背景下分析化学专业中关于质量保证和质量控制方面的教学改革,提出了增设“分析化学中的质量保证和质量控制”或者类似的课程的建议,指出分析化学的教学应该围绕整个分析过程展开,并将分析化学中的质量保证和质量控制知识融入分析全过程中,注重理论课程与实践课程相互结合的同时更加强调应用性,增强学生的实践能力和分析问题、解决问题的能力。此外,分析化学教学重在“分析”,要与分析实验室/检测机构保持紧密联系,应建立以市场为导向、以技术为核心的教学活动,从而实现为社会不断培养与时俱进的分析人才的教育目标。     

External quality assurance of test requesting and test interpretation

The ultimate product of the clinical laboratory is not a number, but an advice. To what quality standards should this advice live up to? In external quality assurance for primary health care in Norway, case histories are mailed together with the analytical quality control material. The analytical result of the control material is used in the case history. The feedback reports discuss clinical guidelines as well as the influence of analytical variation on clinical decision-making.     

Strategy to establish the number of replicates of a medical laboratory test

The allowable error of a test in medical laboratories can be defined by the customer demands based upon the use of the test, or by the appropriate biological variation. After correction for systematic bias, the actual analytical variation is compared to the stated allowable error. On top of that, proper quality control rules should be implemented regarding the number of control materials and the desired analytical quality assurance as well as assessment. A strategy is outlined that balances all these factors, taking advantage of the possibility to diminish the actual analytical variation through the use of replicate tests.     

Are there two decks on the analytical chemistry boat?

 This paper examines some problems of implementation of quality assurance (QA) principles in chemical measurement in the university academic environment. Being developed and introduced in practice by industrial and independent commercial laboratories, the 'quality lifestyle' has been largely ignored by the academic analytical community. The academic community is now faced with the fact that teaching, education and training of analytical QA and analytical quality management are no longer a matter of choice.     

多模式结合教学在分析化学课程中的探索

This article aims at how to cultivate top talents through analytical chemistry teaching by following the philosophy of teaching student to fish rather than giving them a fish. Throughout the course, multimode teaching practice was implemented via combining "large-size lecture classes" with "seminar and small-size learn-by-doing classes". It is hoped that through these efforts, the students will, at least in the analytical chemistry field, enhance the abilities to obtain and evaluate scientific references and research achievements, improve oral and written expression skills, and have hands-on DIY experience in assembling and disassembling analytical instruments. The multimode teaching practice is expected to make contribution to establish high-quality education system for top talents to stand out.     

From quality inspection to quality assurance

Summary Systematic quality assurance, e.g. in accordance with the provisions of ISO 9000, requires not only the targeted use of quality as a management tool, but also a revised attitude to operational procedures. Although sophisticated checking of the final results of a procedure (e.g. results of analyses, sales products, reports) meets the legal requirements and often also the customers' requirements, this misses the chance of being able to influence the quality of a final result at the earliest possible stage. It is then only possible subsequently to take the uneconomic decision as to whether the result of the work is useable or must be discarded or the object reworked. Within quality assurance, all operations are to be considered as processes with the aim of arriving at a statistically controlled process. The advantages of statistical process control are explained by way of examples from analytical procedures and production. The status of internal audits is explained as it interrelates with process control.     

Quality assurance for the analytical data of micro elements in food

The micro element content of food is an important quality index due to the action of these elements on human health. In this article, we discuss how to ensure the reliability of analytical data on micro elements in order to truly represent the condition of food. Sampling, treatment of the analytical sample, selection of the analytical method, standard solution, and certified reference material, blank test, calibration of the instrument and equipment, application of the quality control chart, assessment of the final analytical result, and quality assurance system are briefly described. Received: 5 July 2001 Accepted: 19 November 2001     

Different approaches to legal requirements on validation of test methods for official control of foodstuffs and of veterinary drug residues and element contaminants in the EC

 In order to ensure food consumer protection as well as to avoid barriers to trade and unnecessary duplications of laboratory tests and to gain mutual recognition of results of analyses, the quality of laboratories and test results has to be guaranteed. For this purpose, the EC Council and the Commission have introducedprovisions – on measures for quality assurance for official laboratories concerning the analyses of foodstuffs on the one hand and animals and fresh meat on the other, – on the validation of test methods to obtain results of sufficient accuracy. This article deals with legal requirements in the European Union on basic principles of laboratory quality assurance for official notification to the EC Commission and on method validation concerning official laboratories. Widespread discussions and activities on measurement uncertainty are in progress, and the European validation standards for official purposes may serve as a basis for world-wide efforts on quality harmonization of analytical results. Although much time has already been spent, definitions and requirements have to be revised and further additions have to be made.     

The role of Nordtest in testing and quality assurance

 This article describes on the idea behind Nordtest, the results of its activities and how Nordtest has influenced testing and quality assurance. By financing projects in the field of technical testing Nordtest has been able to utilise the best available Nordic knowledge and resources to respond to Nordic needs and has gained acceptance in all Nordic countries. During Nordtest's 25 years of operation its projects have resulted in over 500 test methods and over 350 technical reports that are widely used both within and outside the Nordic countries. Examples of some project results are given. Important issues in testing and quality assurance are expressed in Nordtest position papers. Nordtest's active participation in the European and global co-operation in testing and quality assurance is also described.     

Practical uses of proficiency testing as valuable tools for validation and performance assessment in environmental analysis

Besides their role as an external quality control tool, PT results or samples could be used as an alternative to fulfil some of the quality assurance requirements such as analytical precision, uncertainty assessment, and internal quality control. This additional use of proficiency testing could help laboratories to reduce the financial impact of their quality assurance process. The purpose of this paper is to highlight some practical uses of PT results or samples in the environmental analytical field, which have been implemented at ISSeP (Institut Scientifique de Service Public), either for method validation or for internal quality control.Presented at the Eurachem PT Workshop September 2005, Portorož, Slovenia