我国目前中学化学实验研究述评

通过报刊检索法,以3种中等化学教育核心期刊为研究对象,分析出目前我国中学化学实验研究主要分为3种类型：理论研究;经验总结或理论运用;具体实验设计。同时分析出：我国中学化学实验研究设计角度较为全面,但方法水平总体不高,对新课程下的实验设计研究不够。解决的途径为：加强实验设计的理论研究;更新广大一线教师的教育理念;提升中学化学教师实验设计水平。     

影响师范生化学实验设计能力培养因素的调查分析

化学实验设计对培养师范生的科学素质和探究能力具有重要的教育功能。“化学实验教学研究”作为高师突出师范性的课程之一,在培养创新型的中学化学教师方面负有责无旁贷的重任。为了了解我省高师院校该课程培养学生实验设计能力的教学现状,我们对全省的14所高师院校化学专业的部分学生和教师作了较全面的问卷调查,进而分析了目前条件下,培养师范生化学实验设计能力的有利因素和不利因素,对促进高师院校的化学实验教学改革、培养创新型教师有重要的参考价值。     

职前化学教师评价素养提升的实证研究

研究采用单组前后测设计的准实验研究方法,以化学专业师范生为研究对象,通过基于真实情境的"化学教学测量与评价"课程教学,提升职前教师的学业评价素养。结果发现：课程教学后,职前教师的评价素养有显著提升,但各维度的提升效果不同,"基本概念"和"数据解释"2个维度的效果明显,且最终的素养水平也高;"测验设计"维度提升效果虽不显著,但学生的最终水平表现较好;而"质量特性"评价伦理"和"测验评分"等维度,提升效果虽然明显,但最终的素养水平却不够理想。     

教学有"情""情"可有源——从教学能手大赛谈化学教学情境

新课程倡导创设生动活泼的教学情境,激发学生学习情趣,促使学生主动学习.结合观摩"江西省首届中学化学教师教学能手大赛",基于新课程理念,阐述化学情境教学的特点以及化学教学情境创设的原则和基本途径.     

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。     

发挥小学化学实验教学功能的策略初探

在小学科学教学实践中,化学实验具有特殊的教学功能。小学科学实验设计的合理与否,以及小学科学教师对实验教学功能的认识和落实程度,会最终影响小学科学实验的教学效果。本文主要从小学科学实验的设计和小学科学教师2个方面出发,在对各版本小学科学教材化学实验和现有教学情况分析的基础上,对实验设计提出整体的改进建议;同时,要求小学科学教师应该结合教学资源和学生基础,重视实验情境化和科学实验方法化,充分发挥小学化学实验的教学功能。     

教学情境的本真意蕴——基于化学课堂教学案例的分析与思考

自新课程实施以来,广大教师对教学情境投以高度的关注和热情,但由于许多教师对教学情境的内涵及其价值缺乏正确的理解,在教学情境的使用中尚存在某些误区。文章摘取几个典型的化学课堂教学案例,分析了化学教学中情境运用的主要问题,提出必须把握情境的本质属性、核心内涵、深层价值及情感取向等建议。     

“微信群+翻转课堂”教学模式的学生高分子化学实验设计能力的培养

针对国内高校高分子化学实验设计能力培养存在的不足,将"微信群+翻转课堂"教学模式引入高分子化学实验教学,教师用微信将教学视频材料和学习资料课前群发给学生,将"课堂讲解"移至课前,调整高分子化学实验课堂内外的时间,有助于教师对学生进行高分子化学实验设计的训练,培养学生高分子化学实验设计能力。培养学生高分子化学实验设计能力的方法有:分类指导高分子化学实验设计,强化高分子化学实验设计方法,训练高分子化学实验设计步骤。     

小学科学教材中化学实验设计可行性研究

小学科学课融合化学等多学科知识于一体, 化学知识的讲授主要以实验为主, 化学实验设计的可行性是实验能否顺利实施及小学生对化学知识能否有效获取的一个重要环节, 因此小学科学教材呈现出的化学实验设计直接影响小学科学教师的教育教学实践活动。主要分析了现有小学科学教材中的化学实验设计的可行性, 为今后的小学科学教学及教材修订提出了建议。     

基于Parsel理念的初中化学教学实践与反思*——以“二氧化碳的性质和用途”为例

基于Parsel理念,以二氧化碳为载体,正确定位教学目标,改变教学环节,转变教学策略,创设贴近生活的情境,重视评价反馈,引导学生在情境感知、问题解决和探究实践中有效提升科学素养。研究发现,基于Parsel理念的初中化学教学实践应关注3个方面:应创设贴近生活的情境吸引学生;以高质量的问题引发思考;以多样化的活动助推探究实践。     

提高化学类研究生创新活力之方法初探

培养研究生创新能力是研究生教育的核心,是当前高等学校共同面临的重要任务之一。针对提高化学类研究生创新活力采取了一系列措施,主要从研究生培养方式、考核机制、创新实践活动和导师队伍等方面进行改革,并获得了预期效果。     

Synthesis of a Novel Benzocyclotrimer with One Rigid and One Flexible Electron‐Rich Cavity

The straightforward synthesis of a novel benzocyclotrimer is herein presented. The syn‐product is characterized by an electron‐rich rigid aromatic cavity and a flexible electron‐rich aromatic pocket. The molecule is a potential scaffold for supramolecular applications.     

An optimized procedure for solubilization, reduction, and transfer of human breast cancer membrane-enriched fraction by 2-DE

The separation of integral and peripheral membrane proteins is still a challenge, although many achievements have been made in the 2-DE-based membrane proteomics. Using a human breast cancer cell line, MCF-7, we investigated the influences of Tris, reducing reagents, cup loading, and SDS on membrane protein solubilization and separation by 2-DE. The addition of Tris to the sample solution improved the solubilization of the membrane-enriched fraction, and the best-quality gel patterns were obtained at 20 mM Tris. Tributylphosphine (TBP), a reducing agent, was not optimum in the 2-DE process because it not only decreased the solubilization of hydrophobic proteins but also caused some proteins, such as hsp60, prohibitin, and actin, to be resolved to a string of spots. However, when combined with DTT, TBP could improve the resolution of 2-DE patterns. Cup loading significantly facilitated the entrance of membrane proteins into IPG strips and over 1000 protein spots with high resolution were visualized. Adopting this strategy, an ATP synthase alpha chain was resolved into two adjacent spots for the first time in 2-DE gel patterns through the adding DTT in the middle of the IEF. A high SDS concentration in the equilibration buffer enhanced the transfer and increased the staining intensity of 50% of the protein spots in the gels, but also resulted in losses of some spots.     

Chromatographic Separation of Breynia retusa (Dennst.) Alston Bark,Fruit and Leaf Constituents from Bioactive Extracts

Breynia retusa (Dennst.) Alston (also known as Cup Saucer plant) is a food plant with wide applications in traditional medicine, particularly in Ayurveda. Extracts obtained with four solvents (dichloromethane, methanol, ethyl acetate and water), from three plant parts, (fruit, leaf and bark) were obtained. Extracts were tested for total phenolic, flavonoid content and antioxidant activities using a battery of assays including 2,2-diphenyl-1-picrylhydrazyl (DPPH), 2,2-azino-bis(3-ethylbenzothiazoline-6-sulfonic acid) (ABTS), ferric reducing antioxidant power (FRAP), cupric reducing antioxidant capacity (CUPRAC), total antioxidant capacity (TAC) (phosphomolybdenum) and metal chelating. Enzyme inhibitory effects were investigated using acetylcholinesterase (AChE), butyrylcholinesterase (BChE), tyrosinase, α-amylase and α-glucosidase as target enzymes. Results showed that the methanolic bark extract exhibited significant radical scavenging activity (DPPH: 202.09 ± 0.15; ABTS: 490.12 ± 0.18 mg Trolox equivalent (TE)/g), reducing potential (FRAP: 325.86 ± 4.36: CUPRAC: 661.82 ± 0.40 mg TE/g) and possessed the highest TAC (3.33 ± 0.13 mmol TE/g). The methanolic extracts were subjected to LC-DAD-MSⁿ and NMR analysis. A two-column LC method was developed to separate constituents, allowing to identify and quantify forty-four and fifteen constituents in bark and fruits, respectively. Main compound in bark was epicatechin-3-O-sulphate and isolation of compound was performed to confirm its identity. Bark extract contained catechins, procyanidins, gallic acid derivatives and the sulfur containing spiroketal named breynins. Aerial parts mostly contained flavonoid glycosides. Considering the bioassays, the methanolic bark extract resulted a potent tyrosinase (152.79 ± 0.27 mg kojic acid equivalent/g), α-amylase (0.99 ± 0.01 mmol acarbose equivalent ACAE/g) and α-glucosidase (2.16 ± 0.01 mmol ACAE/g) inhibitor. In conclusion, methanol is able to extract the efficiently the phytoconstituents of B. retusa and the bark is the most valuable source of compounds.     

Ultrasonic‐assisted derivatization of estrogenic compounds in a cup horn booster and determination by GC‐MS

Cup horn boosters are miniaturized ultrasound baths that maximize efficiency and precision. The optimization of an ultrasonic‐assisted derivatization step by means of a cup horn booster and the determination of estrone, 17β‐estradiol, estriol, 17α‐ethynyl estradiol and mestranol was developed by GC‐MS. Different derivatization reagents and solvents were studied for maximizing the di‐derivatization of 17α‐ethynyl estradiol under ultrasound energy. Only N,O‐bis(trimethylsilyl)trifluoroacetamide with 1% of trimethylchlorosilane in pyridine gave satisfactory results and this mixture was further used in the optimization of the ultrasound assisted derivatization. The experiment designs included sonication time (1–10 min), sonication power (20–80%), sonication cycles (1–9), derivatization reagent volume (25–125 μL) and solvent volume (25–125 μL). Once the optimum conditions were fixed, the effect of organic matter and the frequency of the water bath change were studied. Finally, the validation of the analytical method was carried out using spiked natural and synthetic waters. Recoveries (natural (138–70%) and synthetic (112–89%)), the LODs (0.35–1.66 ng/L), and LOQs (1.16–5.52 ng/L) and the precision (0.2–5.3%) of the method were studied. This is the first work in the literature where a cup horn booster is used with the aim of minimizing derivatization time during the determination of estrogenic compounds.     

新工科建设背景下制药工程专业化工原理教学创新设计*

依据新工科建设要求,基于OBE教学理念,从知识储备、工程应用、整合创新、价值引领等4个维度设计课程教学目标,围绕课程教学目标实施项目设计驱动理论教学的内容改革和线上线下混合式教学改革,通过开展“三环四步”教学活动,对标工程认证构建全过程多元化考评体系,对教学目标的达成进行全方位评价,并根据学生达成情况进行持续性改进,从而探索出一条让学生从被动接受变为主动探究的教学途径。     

微型化学实验与创新教育

从思维科学的角度来看,采用微型化学实验进行化学教学,能促进学生左右脑的协调发展,是培养学生创造性思维和创新能力,实施素质教育的有效途径。     

中国农药自主创制

农药是农业发展的保障,农业的发展离不开它。中国是农业大国,农药创制必须得依靠自己。中国农药的发展与中国农业现代化发展同频共振。新农药创制是一个系统工程,需要各个学科都能达到高科技水平。当今,中国的农药研究已经站在一个更高的起点和水平上,用自己原创的理论、方法、手段和靶标进行农药创制;一定程度上,中国的农药研究在某些领域已经开始引领全球农药发展。结合新中国成立后我国农药的发展状况,本文总结了70个自主创制农药产品。依据新创制农药的类型、创制时间、创制单位、主要作用对象、作用方式、作用机理等,概述了中国新创制农药的发展历程。     

熔盐电化学创新研究——武汉大学电化学研究中心熔盐电化学研究工作简介

简要介绍近3年武汉大学电化学研究中心在熔盐电化学方面的若干研究进展:1)熔盐电解固态化合物制备单质硅及其合金以及无机功能材料;2)适于高温熔盐的全密封长寿命Ag/AgCl参比电极和可负载微量粉末的金属腔(坑)工作电极新技术;3)“三相界线电化学”新概念以及描述三相界线在薄层固态化合物电解还原过程中扩展变化的薄层模型.     

顺应时代发展,创新农药化学课程教学

顺应时代发展对农药化学教学的要求,依据现代教学论的基本原则,对农药化学课程教学进行了课堂教学-学生实验-生产实践"三位一体"的改革与实践,形成了理论学习-实验-理论学习-实践-理论学习的良性教学模式。实践表明,该模式能全面有效地提高学生创新能力和综合素质。