化工原理实验教学模式的改革与探索

为提高大学生在化工实验中的实际操作能力和学习自主性,从教师教学理念的转变、教学方式的改进以及考核形式的改革等几方面出发,探讨了化工原理实验教学中不断提高学生自主学习能力的改革方法。     

Vibrational spectroscopy at very high pressures: Part 21. Raman and infrared study of mercury(II) iodide [1]

The solid phase behaviour of HgI₂ is reviewed, together with IR and Raman data for the red and the high-temperature yellow forms. New IR transmission, single-crystal reflectance, and Raman data were obtained at temperatures down to 80 K for red HgI₂ but no evidence of a temperature-induced transition to HgI₂ IV was found.The high pressure results showed a possible break in the slope of the pressure versus frequency plot for the 29 cm^?1 Raman mode of red Hgl, at 6 ± 0.5 kbar, close to the reported III/IV phase boundary. Both Raman and far-IR spectra of the high pressure form of yellow HgI₂ differ significantly from those of high temperature yellow HgI₂ : the two forms are regarded as having different structures. These, and other data, reveal a much closer similarity between the phase diagrams of HgBr₂ and HgI₂ than has been suspected hitherto.     

Inter-comparison exercises as a tool for teaching quality assessment: an experience in Spanish universities

Since the academic year 2001–2002, inter-laboratory trials for students of Analytical Chemistry in Spanish Universities have been organised by the Department of Analytical Chemistry at the University of Barcelona in collaboration with the Complutense University of Madrid, the University of Cordoba and the University of Huelva. The aim of these exercises is to train students in the use of tools for the assessment and improvement of quality in analytical laboratories.Representative samples of environmental and food analysis, agricultural soils and a type of beer were selected. The ethanol content of the beer and the pH, conductivity, and extractable phosphorus and potassium content in the soil were the chosen analytical parameters.Sample preparation, homogeneity and stability studies, as well as the statistical treatment of data from participants, were carried out by the laboratory Mat Control of the Department of Analytical Chemistry of the University of Barcelona.The paper presented heregives the results obtained after two years of experience.Presented at BERM-9—Ninth International Symposium on Biological and Environmental Reference Materials, June 15–19, 2003, Berlin, Germany.     

The Teaching/Learning Process in Analytical Chemistry

Before teaching a course, the instructor must identify what she or he intends for the students to learn. For most analytical chemistry instructors, this usually involves an assessment of what methods and techniques to include and at what depth to cover them. There are many other skills, though, that will be important to students for their future success. Most college classes in analytical chemistry are taught in a lecture format. Techniques that can be used to improve the learning that can occur during a lecture are described. An alternative to lecturing is the use of cooperative learning. Cooperative learning offers the potential to develop skills such as teamwork, communication, and problem-solving that are more difficult to impart in a lecture format. The laboratory component of analytical chemistry courses is often an underutilized learning resource. More often than not, the lab is used to demonstrate fundamental wet and instrumental analysis techniques and develop rudimentary laboratory skills. The analytical lab should also be used to develop meaningful problem-solving skills and to demonstrate and have students participate in the entire analytical process. Ways of enhancing the analytical laboratory to include more global skills that are important to career success are described.Received January 12, 2003; accepted March 7, 2003 Published online July 16, 2003     

化学教学论课程实施中化学师范生教育教学能力的形成机理*

基于《中学教育专业师范生教师职业能力标准》提炼了师范生教育教学能力体系,体系涵盖了师德践行能力、实践教学能力、综合育人能力和专业发展能力等4项能力及对应的10方面能力要素。以化学教学论课程为例,分析了其章节内容与4项能力的对应关系,探讨了课程实施中化学师范生教育教学能力形成的机理和途径。化学师范生4项能力的形成机理各有特点,需要师范生和教师积极互动。     

Students’ and Teachers’ Conceptual Metaphors for Mathematical Problem Solving

Metaphors are regularly used by mathematics teachers to relate difficult or complex concepts in classrooms. A complex topic of concern in mathematics education, and most STEM‐based education classes, is problem solving. This study identified how students and teachers contextualize mathematical problem solving through their choice of metaphors. Twenty‐two high‐school student and six teacher interviews demonstrated a rich foundation for these shared experiences by identifying the conceptual metaphors. This mixed‐methods approach qualitatively identified conceptual metaphors via interpretive phenomenology and then quantitatively analyzed the frequency and popularity of the metaphors to explore whether a coherent metaphorical system exists with teachers and students. This study identified the existence of a set of metaphors that describe how multiple classrooms of geometry students and teachers make sense of mathematical problem solving. Moreover, this study determined that the most popular metaphors for problem solving were shared by both students and teachers. The existence of a coherent set of metaphors for problem solving creates a discursive space for teachers to converse with students about problem solving concretely. Moreover, the methodology provides a means to address other complex concepts in STEM education fields that revolve around experiential understanding.     

对如何促进学生学好物理化学网络课程的思考*

从《物理化学(上册)》的首个教学章节“热力学第一定律”出发,以“雨课堂”和“腾讯课堂”为教学平台,分析了学生应该如何适应从“线下教学”到“线上教学”的转变,扮演好“学生”在网络教学中的角色,并以学生的这些注意事项为切入点,论述了教师应该做出的相应转变,以求引导学生更高效地完成线上学习任务。     

唐敖庆先生在量子化学研修班上的授课风采——深切缅怀唐敖庆先生仙逝十五周年

本文在缅怀我国著名科学家、卓越教育家和出色的科教事业领导者唐敖庆院士的丰功伟绩特别是教育和教学方面的杰出贡献基础上,重点追忆了唐先生在1978年10月到1980年1月的全国量子化学研究生、教师和科研人员研修班上讲授量子力学和量子化学课程的风采,以及创造出基础知识和个人状况浑然有别的二百多名学员都感到能听懂唐先生讲课内容并多有收获而没有半途退学者的奇迹,成为国内高校教学的一个经典。进而初步从课程内容处理、教学方法、讲课风格和讲课技巧等方面探索了唐先生授课的风范,以期供我们学习和借鉴。     

甘肃科学教育馆普及化学知识考略

甘肃科学教育馆是1939年创立的一个致力于科学教育与推广的专门机构。民国时期的甘肃科学教育馆克服重重困难,综合运用多种方式积极宣传科学知识,尽力协助学校科学教育,切实开展科学研究工作,为西北地区的社会和经济发展做出了重要贡献,同时也为新中国的科普事业发展积累了宝贵经验。     

Ab initio Study on Structures and Isomerization of Magnesium Fluorosilylenoid H2SiFMgF

The structures and isomerization of magnesium fluorosilylenoid H2SiFMgF were investigated by ab initio molecular orbital theory. Four equilibrium structures and three isomeric transition states were located and fully optimized at the B3LYP/6-31G(d,p) and G3MP2B3 levels, respectively. Based on the B3LYP/6-31G(d,p) optimized geometries, harmonic frequencies of various structures were obtained and 29Si chemical shifts were calculated. The solvent effects were investigated by means of the polarizable continuum model using THF as a solvent at B3LYP/6-31G(d,p) level. Isomerization paths for isomers were confirmed by intrinsic reaction coordinate calculations. The calculated results show that tetrahedral structure has the lowest energy and is the most stable; tetrahedral, three-membered ring, and p-complex structures are suggested to be the experimentally detectable ones; and σ-complex structure has the highest energy and will not exist.