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为解决环境类专业有机化学课程教学时间紧、学习难度大、学生接受程度低等诸多问题,积极开展了教学模式改革。基于实践对传统课堂教学、在线教学、加强式课堂教学和线上线下混合式教学等4种教学模式的优缺点进行了对比分析,并基于问卷调查、考试成绩和评教结果对教学效果、学生认可程度等问题进行了具体的分析。分析结果表明加强式课堂教学和混合式教学相较传统课堂教学和在线教学的优势更为突出,其中混合式教学具有更好的教学效果,学生的认可程度最高。此次教学模式的转变取得了较好的成效,混合式教学将成为该课程重点实践的教学模式。 相似文献
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p–π共轭效应的理解和应用对于药学专业学生学习有机化合物的化学性质非常重要,但是在讲授式教学中大多数学生不能很好地理解及灵活应用。混合式教学具有传统教学和现代信息技术教学模式的优点,在以学生为中心的药学有机化学模块化混合式教学实践的基础上,设计p–π共轭混合式教学方案。首先设置知识和思政两方面的学习目标,再设计网络学习内容,包含p–π共轭体系的形成条件、p–π共轭效应的涵义、p–π共轭效应的应用三部分;同时编制学习效果检测题通过学习通平台发布,然后围绕知识目标、思政目标开展课堂讨论,解决学生的问题。整个实施过程中及时进行学习和教学反馈,进而根据学生学习情况调整与改进,实现以学生为中心的教学,让学生有效、系统、主动地学习。 相似文献
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为了全面提高后MOOC时期的高职院校分析化学课程教学质量,提出了基于SPOC的分析化学课程混合式教学模式。首先分析了高职学生的特点和分析化学课程教学中的主要问题;然后根据基于SPOC的混合式教学模式构建流程,依次阐述了课程分析、整体设计、资源开发、教学过程和评价考核设计的原则与思路;最后探讨了基于翻转课堂的分析化学课程混合式教学环境与实施过程。 相似文献
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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. 相似文献
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根据高分子化学课程教学内容的特点以及授课的不同对象,认真剖析了在高分子化学教学中存在的四个方面的主要问题。以学生为主体,从提高学生在高分子化学学习中的主动性、积极性和创新性出发提出了互动式、开放性教学模式。详细介绍了互动式、开放性教学模式包括的具体内容和构建方法。通过基础型、提高型和创新型的多层次教学方式满足了不同层次学生在高分子化学学习上的不同需求,实现学生在动手、动脑以及创造性思维和创新能力上的综合培养。 相似文献
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基于超星学习通的物理化学BOPPPS教学模式改革实践 总被引:1,自引:0,他引:1
Qing WANG Xingtao ZHANG Yumei QIAN Weiwei WANG Lisheng XU Weifeng YUAN Wenting WANG 《大学化学》2018,33(10):68-74
It has become a trend to use the mobile phone in teaching. Chaoxing learning, which is a custom designed APP for teachers' and students' demands, can be used on and after class. It can active the atmosphere in classroom and reduce the distance between teachers and students. In Canadian Teacher Training (ISW) the BOPPPS teaching mode is widely used. The mode is constructed with the six elements, i.e., bridge-in, objective, pre-assessment, participatory learning, post-assessment and summary, and applies these elements to ensure the success of the teaching goal. In the practice of the BOPPPS teaching mode, the teaching process should be designed in order to reach the teaching target, and abundant and participatory teaching methods should be applied to achieve interaction with students that is necessary for the goal of the teaching goal. According to this, the application of Chaoxing learning to BOPPPS teaching mode has an unexpected effect. In this paper, we took an example of the Physical Chemistry to illustrate how to use Chaoxing learning in the BOPPPS teaching mode. It provided a workable case for the hybrid teaching in new period and work well. 相似文献
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Dezhi Zhou Mingfang He Xiaohua Cao Changlong Xu Chanjuan Zhong Pingping Wang 《大学化学》1986,36(1):2003033-0
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. 相似文献
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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。 相似文献
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针对有机化学教学改革现状,利用现有网络教学资源及化学资料,将问题式教学法和翻转课堂教学理念融入传统教学方法中,构建了一种简易型混合式教学法,并应用于生物学专业拔尖学生试验班有机化学小班教学实践。结果表明,简易型混合式教学法能够培养学生学习兴趣,提高化学文献查阅、交流沟通、团队协作等综合能力,因而有助于提高有机化学的教学质量,促进拔尖人才的培养。 相似文献
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Lab reports are an integral part of the fundamental chemical laboratory teaching and necessary for students to master the chemical knowledge. However, there are some problems such as simple contents in current teaching and learning of fundamental chemistry laboratories in universities. In this paper, a "learning-guidance mode" lab report based on classical experiments was studied to enrich the format and contents of the lab report. Upon examination, the contents of the "learning-guidance mode" lab report throughout every aspect and whole process of laboratory teaching can help students to establish self-learning consciousness and improve self-learning ability and exploration spirit. Meanwhile, it can also train students to possess capability of scientific thinking and solving problems, thus enhancing the effect of teaching of fundamental chemistry laboratory. 相似文献
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介绍了自2017年以来天津大学大学化学课程使用在线课程和翻转课堂相结合的混合式教学实践,包括课程的组织模式、翻转课堂内容的选择、翻转课堂课时与课程总课时的比例、期末成绩分析和教学反思等。教学实践结果显示,选取学生在中学化学有一定基础的知识点作为教学内容,课时占课程总课时的30%–50%时进行翻转课堂教学,教学效果明显好于完全传统教学的平行对照班。 相似文献