线上线下互动教学模式在医学院校基础化学教学中的应用——以“缓冲溶液及其作用机制”为例

为提高基础化学的教学效果,以“UMU互动”为平台,开展线上线下混合式教学模式改革。以“缓冲溶液及其作用机制”教学设计为例, 阐述线上线下混合教学模式的应用。结果表明,混合式教学模式可以激发学生的学习兴趣,提升学生自主学习的能力,有效提高了教学质量和教学效果。     

深度学习视域下“线上线下”混合式教学模式应用实践*——以“无机与分析化学”课程为例

深度学习视域下“线上线下”混合式教学模式的核心是学生的深度参与、高级学习策略的使用及教师的优质讲授,最终实现学生深度学习能力的养成。“无机与分析化学”线上线下混合式教学通过在线预习、课堂讨论、课前课后测试、实践教学等多种教学设计,让学生化“被动”学习为“主动”学习,深度参与,锻炼学生自主学习能力,增强学生团队协作及解决复杂工程问题的能力,启发学生创新应用能力。     

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。     

线上线下混合式教学模式下的无机化学一流课程建设*

吉林大学无机化学课程有着优良的历史传承和积淀。面对“互联网+”带来的教与学的新发展和新变革,围绕学生知识、能力和素质三方面的综合培养,教学团队以信息技术为支撑,将课程思政浸润教学,高阶思维贯通教学,建立了“三化、三融、三阶”的线上线下混合式教学模式:“三化”指教学内容层次化、教学资源多样化、评价体系多维化;“三融”指理论课与实验课相融合、专业知识与思政元素相融合、多种教学手段相融合;“三阶”指课前、课中、课后三环节进阶式教学过程。该教学模式可满足学生个性化学习的需求,提升了学生学习的主动性,增加了师生互动,学生的思辨、创新等高阶能力明显提高。     

“互联网+”背景下“无机及分析化学”课程教学策略与实践*

提出了“互联网+”背景下,“无机及分析化学”课程教学“一核心、二目标、三探索、四构建”的教学策略。实施结果表明,基于学生发展的课程核心知识,以“具有解决复杂制药工程、化工工程、材料工程的化学基础知识”“为学习后续课程打下坚实基础”2个具体教学目标为导向,通过开展综合实践活动、案例教学、课程思政等3种教学改革探索,构建线上线下有机衔接的立方书、立体化线上教学资源、线上线下混合型教学模式及过程和结果相融合的SPOC教学模式下的课程评价体系4种教学举措,能有效提高课程教学质量。     

无机元素化学的智慧“教与学”*

依托校内无机化学在线课程,将基于“超星”学习通平台的混合式教学模式引入元素化学知识的学习,设计了“MOOC+案例精讲+QQ群辅助”的教学策略。实践过程中,借助MOOC自主学习低阶的知识点,采用专题直播、分组活动、PBL教学法开展高阶知识点的学习,QQ群辅助进行实时答疑。学习通平台串联起了教室端、移动端和管理端,师生线上线下的交流互动,有助于实现愉快、高效的智慧“教与学”。调查显示,基于“一平三端”的混合教学形式得到大部分学生的认可。     

基于“贯穿-翻转”混合式教学模式探索普通本科院校有机化学教学*

融合线下教育和线上平台教育,构建学生的认知脉络,使教学视角由教师转变为学生,从而激发学生的自主学习意识,加强教师与学生、学生与学生间的交流互动,提升教学效果。“贯穿-翻转”混合式教学模式通过留问题、查成效、齐互动、知识成脉络、测达标等5个步骤实施教学过程。     

线上线下混合模式在药学专业分析化学教学中的应用*——以“酸碱滴定分析法”为例

以“酸碱滴定分析法”为例,依托自建药学专业SPOC课程资源,构建和实践了包含前端分析、教学过程和考核评价的线上线下混合教学模式。通过全面分析教学内容、教学目标、学情和学习环境等,设计了线上课前预习、线下课堂教学、线上课后拓展等3个步骤相衔接的教学过程,建立了线上线下相结合、突出过程性评价的综合考核方式。通过反思整个教学过程,对线上线下混合教学模式的主要优势和问题进行了讨论。     

“工程化学”SPOC的建设与教学效果

河西学院“工程化学”教师组建设了面向河西学院土木工程专业,1.5学分的“工程化学”SPOC(小规模限制性在线课程),录制了44个视频知识点,讲解了物质的化学组成与聚集状态、化学反应与能源、水溶液中的化学、非化工类生产中的化学知识,设置了11次作业强化学生学习效果。该课程通过超星学习通平台上线并完成了教学任务。通过3个专业班级的教学实践,发现线上视频学习、课后作业、线上教师答疑相结合的教学模式,不仅发挥了学生为主体的学习作用,还实现了良好的教学效果。     

师范类专业认证视域下的课程与教学改革探索*——以化学教学论课程为例

课程与教学是师范类专业认证的基础。以化学教学论课程为例,针对课程所存在的问题,以师范类专业认证标准要求为导向,进行课程与教学改革:以“产出导向”定位课程目标与内容,通过“U-S双向建构”动态更新课程内容,构建线上线下协同的案例教学模式突出“学生中心”,通过“教、学、评”一体化设计改进教学。结果表明,学生学习主动性、参与度高,课程目标达成度高。     

Di­methyl­phenyl­sulfonium tri­fluoro­methane­sulfonate and methyl­di­phenyl­sulfonium tri­fluoro­methane­sulfonate

The bonding geometry of sulfur in the cations of the title compounds, C₈H₁₁S⁺·CF₃SO₃^? and C₁₃H₁₃S⁺·CF₃SO₃^?, respectively, is similar and is independent of the ratio of the Me/Ph substituents. As expected, in both cations, the S—Ph bonds are somewhat shorter than the S—Me bonds. In both crystal structures, the interaction between cations and anions is similar.     

Methyl­tri­phenyl­stibonium tetra­fluoro­borate

In the title compound, [Sb(CH₃)(C₆H₅)₃]BF₄, there are four independent cations and anions in the asymmetric unit. The geometry around the Sb atom is distorted tetrahedral, with Sb—C distances in the range 2.077 (4)–2.099 (10) Å and angles at the Sb atom in the range 103.3 (3)–119.0 (4)°.     

2,4,6‐Tri­chloro­phenyl­iso­nitrile and 2,4,6‐tri­chloro­benzo­nitrile

The molecular structures of the title compounds, 2,4,6‐tri­chloro­phenyl­iso­nitrile (IUPAC name: 2,4,6‐tri­chloro­phenyl isocyanide), C₇H₂Cl₃N, and 2,4,6‐tri­chloro­benzo­nitrile, C₇H₂Cl₃N, are normal. The two structures are not isomorphous, but do contain similar two‐dimensional layers in which pairs of mol­ecules are held together by pairs of Cl?CN [3.245 (3) Å] or Cl?NC [3.153 (2) Å] interactions. The two‐dimensional isomorphism is lost through different layer‐stacking modes.     

{[(N‐Methyl‐p‐toluidino)­di­phenyl­phospho­ranyl­idene]­methyl}(N‐methyl‐p‐toluidino)­di­phenyl­phospho­nium iodide

The cationic part of the homodifunctional amino­phospho­ranyl ligand, C₄₁H₄₁N₂P₂⁺·I^?, shows interesting features associated with the N—P—C—P—N skeleton. The P—C(H) bond distances [1.696 (3) and 1.697 (3) Å] possess partial double‐bond characteristics. The nature of the P—C(H) and P—N bonds suggests that the positive charge is only distributed around the P—C—P atoms. The structure has near twofold symmetry through the central methyl­ide‐C atom.     

Ethyl­tri­phenyl­phospho­nium perrhenate and (iodo­methyl)­tri­phenyl­phospho­nium perrhenate

Ethyl­tri­phenyl­phospho­nium perrhenate, (C₂₀H₂₀P)[ReO₄], and (iodo­methyl)­tri­phenyl­phospho­nium perrhenate, (C₁₉H₁₇IP)[ReO₄], have been crystallized from 2‐propanol. Both crystal structures consist of phospho­nium cations and perrhenate anions. The cations show the typical propeller‐like geometry. In both crystals, the positions of the nearly tetrahedral anions are stabilized by weak C—H⋯O hydrogen bonds, and for the latter compound, I⋯π interactions also occur.     

2,4‐Di­nitro­phenyl­hydrazones of 2,4‐di­hydroxy­benz­aldehyde, 2,4‐di­hydroxy­aceto­phenone and 2,4‐di­hydroxy­benzo­phenone

In 2,4‐di­hydroxy­benz­aldehyde 2,4‐di­nitro­phenyl­hydrazone N,N‐di­methyl­form­amide solvate {or 4‐[(2,4‐di­nitro­phenyl)­hydrazono­methyl]­benzene‐1,3‐diol N,N‐di­methyl­form­amide solvate}, C₁₃H₁₀N₄O₆·C₃H₇NO, (X), 2,4‐di­hydroxy­aceto­phenone 2,4‐di­nitro­phenyl­hydrazone N,N‐di­methyl­form­am­ide solvate (or 4‐{1‐[(2,4‐di­nitro­phenyl)hydrazono]ethyl}benzene‐1,3‐diol N,N‐di­methyl­form­amide solvate), C₁₄H₁₂N₄O₆·C₃H₇NO, (XI), and 2,4‐di­hydroxy­benzo­phenone 2,4‐di­nitro­phenyl­hydrazone N,N‐di­methyl­acet­amide solvate (or 4‐­{[(2,4‐di­nitro­phenyl)hydrazono]phenyl­methyl}benzene‐1,3‐diol N,N‐di­methyl­acet­amide solvate), C₁₉H₁₄N₄O₆·C₄H₉NO, (XII), the molecules all lack a center of symmetry, crystallize in centrosymmetric space groups and have been observed to exhibit non‐linear optical activity. In each case, the hydrazone skeleton is fairly planar, facilitated by the presence of two intramolecular hydrogen bonds and some partial N—N double‐bond character. Each molecule is hydrogen bonded to one solvent mol­ecule.     

LiF-LiCl-LiVO<Subscript>3</Subscript>-Li<Subscript>2</Subscript>SO<Subscript>4</Subscript>-Li<Subscript>2</Subscript>MoO<Subscript>4</Subscript> system

Phase equilibria in the LiF-LiCl-LiVO₃-Li₂SO₄-Li₂MoO₄ system have been studied by differential thermal analysis. The eutectic composition has been determined as follows (mol %): LiF, 17.4; LiCl, 42.0; LiVO₃, 17.4; Li₂SO₄, 11.6; and Li₂MoO₄, 11.6, with the melting temperature equal to 363°C and the enthalpy of melting equal to (284 ± 7) kJ/kg.     

Chemical durability of MoO<Subscript>3</Subscript>-P<Subscript>2</Subscript>O<Subscript>5</Subscript> and K<Subscript>2</Subscript>O-MoO<Subscript>3</Subscript>-P<Subscript>2</Subscript>O<Subscript>5</Subscript> glasses

Thermal and chemical durability studies of the phosphate glasses belonging to the binary MoO₃-P₂O₅ and the ternary K₂O-MoO₃-P₂O₅ systems are reported. The chemical resistant attack tests carried out on the free alkaline MoO₃-P₂O₅ glasses show that the glass associated with the P/Mo ratio 2 has the high chemical durability. It shows also a high glass transition temperature value. The above findings are interpreted in terms of the cross-link density of the glasses and the strength of the M-O bonds (M=P, Mo). The influence of K₂O addition on the properties (density, T _g, durability) of this binary high water resistant glass is studied. It is found that the chemical durability along with the other physical properties are reduced by the incroporation of K₂O in the glass matrix. The results were explained by assuming the formation of non-bridging oxygens and weak bonds. The mechanism of the dissolution of these glasses is proposed.     

3‐O‐Acetyl‐4‐deoxy‐4‐iodo‐β‐d‐fructo­furan­osyl 2,3,6‐tri‐O‐acetyl‐4‐chloro‐4‐deoxy‐α‐d‐gluco­pyran­oside

At 160 K, the gluco­pyran­osyl ring of the title compound, C₂₀H₂₈ClIO₁₃, has a near‐ideal ⁴C₁ conformation and the fructo­furan­osyl ring has a twist ⁴T₃ conformation. The two hydroxy groups are involved in intra‐ and intermolecular hydrogen bonds, with the latter interactions linking the mol­ecules into infinite one‐dimensional chains. The absolute configuration of the mol­ecule has been determined.