基于MOOC的仪器分析课程混合教学模式探索与研究*

目前“互联网+”与传统教育的深度融合,给传统教育带来很大影响。针对仪器分析课程传统教学模式存在的不足,并结合学校建设“双一流”学科的计划,基于MOOC(massive open online course)和雨课堂,探索了仪器分析课程的翻转课堂混合式教学模式。首先分析目前仪器分析教学存在的问题,然后介绍如何建立仪器分析的MOOC,如何通过翻转课堂把MOOC和面授教学相结合,实现以学生学习为主体,提高学习成效,把学生培养成应用型和创新型人才。     

“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。     

雨课堂与腾讯课堂联用的“有机化学”线上教学设计与实践*

基于智慧教学工具“雨课堂”为主和“腾讯课堂”为辅的双平台联用组合,将“雨课堂”优秀的教学互动和全周期记录学习活动表现的功能与“腾讯课堂”网络直播高峰期画面卡顿少、师生可以语音互动的优点结合起来,充分发挥“以学生为中心”的教学理念,探讨了有机化学课程的线上教学设计,并在教学班级中进行了广泛实践。实践证明,“雨课堂”直播为主和“腾讯课堂”为辅的双平台联用教学模式能保证教学质量、激发学生的学习兴趣和提高学生的学习效果。     

基于“雨课堂+对分易”的化工原理混合教学模式探索与实践*

根据新工科建设要求,应积极探索符合时代特征和工程教育规律的培养模式。针对化工原理课程特点,引入“雨课堂”和“对分易”2种现代网络教学平台作为混合式教学工具。雨课堂实现了课前-课中-课后的三环节教学模式;对分易通过提交章节思维导图及“亮考帮”作业,结合课堂讨论,逐一击破学生学习难点,多方位激发学生自主学习的积极性,增加了课堂互动性,提高了教学质量。     

“五位一体”混合式教学模式研究与实践*——以无机与分析化学课程为例

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。     

物理化学混合式教学设计与实践——以“单组分系统相变热力学”为例*

以“单组分系统相变热力学”为例介绍了物理化学混合式教学设计与教学实践。围绕课程教学目标,在课前、课中、课后的每一个教学环节中践行课程教学理念,通过“问题+案例”方式突出物理化学基本方法的应用性、普适性与前沿性,让学生在教学过程中获取原理、体验探究、发展思维、生成智慧。教学评价结果显示,绝大部分学生对混合式教学模式给予了积极的评价。     

基于交叉优势特色学科的大学化学创新实验教学体系构建与实践*

以大学化学与农林优势学科交叉融合为教学改革任务,构建“基础+模块”的大学化学实验创新教学体系,分别开展“项目式”教学、“科教融合”教学、“产学研”教学、“混合式”教学、“虚实结合”教学等五位一体的实验教学实践,并建立化学创新实验课程评价新体系。本化学创新实验教学体系改革明显提高了学生的实践动手能力与综合素质,为深入开展化学基础学科与农林优势学科交叉融合教学奠定一定基础。     

“化学游戏教学”的“学教评产”混合式教学模式实践

基于师范类专业认证理念与毕业要求的教学前端分析,建构“学教评产”混合式教学模式,通过整合教学内容、重构教学安排与优化教学评价,对“化学游戏教学”课程进行创新性改革,并从学生学习成果、教学目标达成与学生满意度等3个方面评价教学成效。结果表明:该教学模式有助于学生学习成果质量的提升,能够有效促进教学目标的达成,并取得较高的学生满意度。     

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。     

“雨课堂+奥尔堡PBL模式”用于化学信息检索教学*

针对化学信息检索教学存在的主要问题,设计基于“雨课堂+奥尔堡PBL模式”的教学改革方案,并在许昌学院制药工程专业中予以实施,通过问卷调查和过程性评价检验教学改革效果。结果表明,在化学信息检索课程中引入“雨课堂+奥尔堡PBL模式”后,学生的信息检索能力、学习兴趣和学习效率等得到显著提升,教学满意度高达92.5%。     

基于现代信息技术的结构化学一维势箱理论和HMO法“翻转课堂”教学设计

In the article, we presented an instructional design of "Particle in One-Dimensional Box Theory" and "HMO Theory" application based on flipped classroom teaching. The students are instructed to use both "Particle in One-Dimensional Box Theory" and "HMO Theory" to solve the electronic structure of olefins and enhance their understanding of quantum mechanics theory via comparison of "Particle in One-Dimensional Box Theory" and "HMO Theory".     

信息技术与“教学评”一体化深度融合的教学实践*——以“有机合成”为例

以建构有机合成中的顺推法和逆合成分析法思维模型为载体,通过设置驱动任务,将信息技术和“教学评”一体化深度融合,促进学生结构观、发展观和转化观的形成,理解有机化学的社会价值,培养学生的宏微结合、变化观念、科学态度和社会责任等化学学科核心素养。     

EDTA标定实验中关键试剂“量”的探究*

EDTA(乙二胺四乙酸二钠盐)浓度标定是大学化学中重要的基础实验。通过深化设计EDTA浓度标定实验方案,详细探究基准物质、氨水、NH₃-NH₄Cl缓冲液、Mg-EDTA(Mg-Y)及镁溶液、指示剂等关键试剂用量对标定过程和结果的影响,帮助学生加深对络合滴定的认识,掌握不同标定方法的适用条件,增强对实验试剂的作用和“量”的把握,提高分析和解决问题的能力。     

Information theory in analytical chemistry: basic terms, definitions and interpretations. Arbeitskreis "Automation in der Analyse"

The most important terms in information theory (information, character, code, message and signal) are defined and interpreted with reference to automation in analytical chemistry. The aim of this communication and the earlier one dealing with systems theory, is to facilitate communication and understanding between all specialists working on or with automated systems for analysis.     

以“偏光显微镜观察高聚物的球晶”为例的高分子物理实验项目改革

本文对高分子物理实验教学改革进行了思考,提出实验项目的建设应当成为实验教学改革的核心,而实验项目的改革不应当局限在将最新的科研成果引入到实验教学中。以"偏光显微镜观察聚合物的球晶"这一传统实验为例,更为有效的办法可以是通过系统化的设计扩展实验项目内容,注重实验项目实施过程中多知识点的串联以及实验结果获取过程的思维过程培养,从而将传统的验证性实验项目转化为综合性实验项目,有力提升实验教学的效果。     

The crystal and molecular structure of dl-BI-(o-trimethyl-cis-brazilane)

X-ray crystallographic analysis has established the crystal and molecular structure of the title compound, C₃₈H₃₈O₈. The monoclinic crystals belong to the centrosymmetric space group P2₁/c, with a = 16.701(5), b = 8.037(2), c = 23.600(9) Å, β = 93.10(2)° and Z=4. The structure was solved by direct methods from diffractometer data measured with CuKα radiation, and refined to a final R index of 0.081 for the 2088 observed terms. The dimeric molecule has approximate two-fold symmetry and its presence in the unit cell in both chiralities forms a racemic structure. The three central bonds, C(10)-C(11), C(11)-C'(11), C'(11)-C'(10), are significantly elongated with a mean value 1.59 Å.     

Preparation and polymerization mechanism of dihydroxy-capped PCL,poly(CL-<Emphasis Type="Italic">b</Emphasis>-PEG-<Emphasis Type="Italic">b</Emphasis>-CL) and poly(DTC-<Emphasis Type="Italic">b</Emphasis>-CL-<Emphasis Type="Italic">b</Emphasis>-DTC)

The ring opening polymerization of ε-caprolactone (CL) was initiated by glycol and yttrium tri(2,6-di-tert-butyl-4-methylphenolate)s (Y(OAr)₃), preparing dihydroxy-capped poly (ε-caprolactone) (PCL) with controllable molecular weight. ¹H NMR and SEC analyses indicate that two kinds of active species and corresponding PCL with different structures exist in the system. Increasing the ratio of glycol to Y(OAr)₃ benefits the formation of monofunctional active species. However, poly(ethylene glycol) (PEG)/Y(OAr)₃ system only contains sole bifunctional active species to synthesize copolymer of CL with PEG (poly(CL-b-PEG-b-CL)). Dihydroxycapped PCL as macroinitiator can further initiate the polymerization of 2,2-dimethyltrimethylene carbonate (DTC). Thus, triblock copolymer of CL with DTC (poly(DTC-b-CL-b-DTC)) has been prepared.     

Noncovalent interactions and copper(II) coordination in systems containing l-aspartic acid and triamines

Interactions between l-aspartic acids (Asp) and polyamines (PA): 3,3-tri (1,7-diamino-4-azaheptane) or spermidine (Spd, 1,8-diamino-4-azaoctane) are investigated in metal-free systems as well as between Cu(II) ions in ternary systems with Asp and 3,3-tri or Spd. The composition and stability constants of the complexes formed have been determined by a potentiometric method, while the centres of interactions in the ligands have been identified by NMR, UV–Vis, IR, and EPR spectroscopy. The centres are the potential sites of metal ion coordination. In the Asp/PA systems, formation of molecular complexes (Asp)H_x(PA) was observed. Comparison of the log K_e of the adducts showed that the stability of the adducts significantly depends on the steric factor contributed by the length of PA. In the (Asp)H₃(PA) species, an inversion effect was observed where one of the amine groups (deprotonated) of 3,3-tri or Spd becomes a negative reaction centre and reacts with the protonated amino group of Asp. Therefore, depending on pH, the amino group of the PA can act as a positive or negative reaction centre. In the ternary systems of Cu(II)/Asp/PA the heteroligand-protonated complexes and molecular complexes are formed. In the molecular complexes ML?L′, where L = Asp and L′ = PA, the metallation involves oxygen atoms from the carboxyl groups and the amino group of the amino acid, while the fully protonated PA is located outside the inner coordination sphere and reacts with the anchoring binary complex CuH(Asp) or Cu(Asp). Introduction of metal ions into the Asp/3,3-tri system was found to change the character of the interaction and in the Cu(Asp)H₂(3,3-tri) complex, the oxygen atoms from the Asp carboxyl groups do not take part in coordination.     

Fluorescent probe for turn-on sensing of l-cysteine by ensemble of AuNCs and polymer protected AuNPs

A new fluorescent probe based on ensemble of gold nanoclusters (AuNCs) and polymer protected gold nanoparticles (AuNPs) for turn-on sensing of l-cysteine was designed and prepared. The AuNCs were protected by bovine serum albumin and had strong fluorescence. The polymer protected AuNPs were synthesized by a facile in situ strategy at room temperature and could quench the fluorescence of AuNCs due to the Förster resonance energy transfer. Interestingly, it has been observed that the quenched fluorescence of AuNCs was recovered by l-cysteine, which could induce the aggregation of polymer protected AuNPs by sulfur group. Then the prepared fluorescent probe was successfully used for determination of l-Cys in human urines, which would have an evolving aspect and promote the subsequent exploration.