“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。     

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。     

“互联网+”时代下雨课堂在现代仪器分析课程教学中的实践与探索*

从课前预习、课上教学与管理和课后分析与总结等方面探讨了雨课堂在现代仪器分析课程教学中的实践探索。教学实践表明,采用基于“互联网+”的雨课堂混合式教学模式,学生的学习能力提高,教师的教学水平提高,课程评价模式提升。学生问卷调查结果表明,95%以上的学生认可雨课堂教学。同时,分析了目前雨课堂在实施过程中遇到的问题,并提出改进意见。旨在为高校进一步推进基于“互联网+”的雨课堂混合式教学模式提供参考。     

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。     

“互联网+”背景下混合式教学在“先进纤维材料”课程中的应用*

“先进纤维材料”是我校高分子材料与工程专业的一门专业课程,在培养高分子材料专业技术人才方面起着重要的作用。在互联网高度发达的今天,将基于Canvas教学平台的混合式教学引入“先进纤维材料”教学过程中,把常规的面对面课堂教学与网络教学的优势充分结合,激发学生对专业知识的学习兴趣,加深对所学内容的理解和记忆。同时,为了将教学内容变得更生动形象,针对每一章节重难点录制微课并在其中插入更加直观的视频动画,上传至Canvas教学平台,供学生在课前对所学内容进行自主学习,提高学生自主学习和个性化学习能力。     

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。     

基于翻转课堂-PBL的混合式“金课”教学*——以“药物分析”为例

以创新应用能力及岗位需求重构课程标准,更新教学方法和教学手段,从教学设计、教学实施、教学评价、教学效果等4个方面系统地探索了基于翻转课堂-PBL教学的药物分析课程教学模式建设与应用,旨在形成多元化、多层次的药物分析教学新体系,将“以教师教为主”的教学模式转变为“以学生学为主”,让学生化“被动”为“主动”学习,锻炼学生自主学习能力,增强学生团队协作及分析解决问题的能力,启发学生创新应用能力。     

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。     

基于OBE理念的无机及分析化学“金课”建设探索与实践*

本着OBE理念,教研组确定了“以学生为中心,注重能力和素质培养,教学相融”的教学理念。根据课程内容和特点,以“金课”为标准,依托“超星学习通”线上平台,从线上线下教学分配、多样化互动课堂设计和实施、考核评价和持续改进等方面进行探索和实践。旨在培养学生自主学习能力,提高学生分析、解决生产实践问题的能力,以及树立学生团队协作意识,使知识性人才培养向知识、能力、素质三位一体型人才培养转变。     

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.     

Bis(μ‐hexa­methyl­enetetr­amine)­bis(aqua­di­bromo­cadmium)­di­aqua­di­bromo­cadmium dihydrate

The title compound, poly­[[di­aqua­di­bromo­cadmium‐μ‐(1,3,5,7‐tetra­aza­tri­cyclo[3.3.1.1^3,7]decane‐N¹:N⁵)‐aqua­cad­mium‐di‐μ‐bromo‐aqua­cadmium‐μ‐(1,3,5,7‐tetra­aza­tri­cyclo[3.3.1.1^3,7]decane‐N¹:N⁵)‐di‐μ‐bromo] dihydrate], [Cd₃­Br₆­(C₆­H₁₂­N₄)₂­(H₂O)₄]·­2H₂O, is made up of two‐dimensional neutral rectangular coordination layers. Each rectangular subunit is enclosed by a pair of Cd₃(μ₂‐Br)₆(H₂O)₃ fragments and a pair of (μ₂‐hmt)Cd(H₂O)₂Br₂(μ₂‐hmt) fragments as sides (hmt is hexa­methyl­enetetr­amine). The unique Cd^II atom in the Cd₂Br₂ ring in the Cd₃(μ₂‐Br)₆(H₂O)₃ fragment is in a slightly distorted octahedral CdNOBr₄ geometry, surrounded by one hmt ligand [2.433 (5) Å], one aqua ligand [2.273 (4) Å] and four Br atoms [2.6409 (11)–3.0270 (14) Å]. The Cd^II atom in the (μ₂‐hmt)Cd(H₂O)₂Br₂(μ₂‐hmt) fragment lies on an inversion center and is in a highly distorted octahedral CdN₂O₂Br₂ geometry, surrounded by two trans‐related N atoms of two hmt ligands [2.479 (5) Å], two trans‐related aqua ligands [2.294 (4) Å] and two trans‐related Br atoms [2.6755 (12) Å]. Adjacent two‐dimensional coordination sheets are connected into a three‐dimensional network by hydrogen bonds involving lattice water mol­ecules, and the aqua, bromo and hmt ligands belonging to different layers.     

Specific heat on Sr<Subscript>2</Subscript>Nb<Subscript>2</Subscript>O<Subscript>7</Subscript> and Sr<Subscript>2</Subscript>Ta<Subscript>2</Subscript>O<Subscript>7</Subscript>

Summary Specific heats on the single crystals of Sr₂Nb₂O₇, Sr₂Ta₂O₇ and (Sr_1-xBa_x)₂Nb₂O₇ were measured in a wide temperature range of 2-600 K. Heat anomalies of a λ-type were observed at the incommensurate phase transition of T_INC (=495 K) on Sr₂Nb₂O₇ and at the super-lattice phase transition of T_SL (=443 K) on Sr₂Ta₂O₇; the transition enthalpies and the transition entropies were estimated. Furthermore, a small heat anomaly was observed at the low temperature ferroelectric phase transition of T_LOW (=95 K) on Sr₂Nb₂O₇. The transition temperature T_LOW decreases with increasing Ba content x and it vanishes for samples of x>2%.     

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.