大学有机化学“五维度”教学新策略——以“芳烃的亲电取代和亲核取代反应”为例

介绍了大学有机化学“强理念、重思维、活课堂、共育人、乐钻研”五维度教学新策略的内涵与实践。以线下教学为主,腾讯会议和慕课为辅助,践行“有机化学是科学也是艺术”的教学理念;采用多循环“疑探式”教学方式,辨析亲电试剂和亲核试剂的多样性;注重培养学生多种科学思维的综合运用;强化“文献预习”“练习讲解”“综合作业”“师生互动”等多个教学环节,加深学生对知识的理解与应用,提升学生在课堂中的参与度,着重培养学生的科学思维和人文素养、自主学习与团队合作精神。     

师范专业认证背景下有机化学“三段式”教学法的构建与实践*

针对应用型本科院校化学专业的培养目标和师范专业认证标准,以“发现学习”和“建构主义学习”理论为依据,结合课程内容特点提出了基于学生为中心和产出导向的有机化学“三段式”教学法,并在糖类化合物、蛋白质和核酸章节中进行了具体的教学实施,对实施效果进行了问卷调查和分析。“三段式”教学法对有机化学教学模式的改革提供了一定的借鉴作用。     

化学实验“三三三”翻转教学模式的探索与实践*

针对当前化学实验翻转课堂教学模式中存在的不足,依托“云班课”,重构了以学生为中心的化学实验“三三三”翻转教学新模式,即将实验教学划分为“三个课堂”:自学课堂、理论课堂和实验课堂等;理论课堂里包含“三个环节”:个人汇报、小组活动和测试点评等;学习效果评判有“三个评价”:自学评价、参与评价和动手评价等。以有机化学实验中“环己烯的合成”为例,采用该新的教学模式开展了教学活动,整个教学过程不仅体现了“以学定教、学生为中心”的教学理念,而且也能发挥出线下传统课堂的优势,实现了将“知识内化”的时间拉长,达到对学生线上自学“知识传授”掌握度的有力检验的目的,更有时间和空间进行课程思政元素的挖掘与融入,完成在知识传播中实现对学生的价值引领。     

高中化学“乙酸乙酯的性质和制法”的项目式教学*——乙酸乙酯合成方法改进实验探究

以乙酸乙酯制备方法改进为目标,通过“分析直接酯化法的缺点,设计新合成方法” “探索改进实验方案” “总结汇报,分析实验方案的适用情境”等3个任务,使学生加深理解有机化学基本反应类型和认识工业生产的适用条件,理解有机化学与生产实际之间的联系,在探究过程中培养学生的信息处理能力、科学探究精神以及“科学态度与社会责任”的化学学科核心素养。     

基于化学学科理解的教学——以“苯”为例

以“第一种人工合成染料苯胺紫”为素材创设情境,将煤、苯和染料苯胺紫等建立联系,由此引导学生探讨3个问题:“苯从哪里来”“如何确定苯的结构”及“如何解释苯的性质”,让学生在收获具体知识的同时,理解苯环结构的稳定性,了解苯的结构的研究历史背景以及苯环结构学说在有机化学发展史上的卓越作用。     

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。     

“乙醛溶液的电解”课堂演示实验研究

针对中学化学实验教学中电解有机物的空白现状,应用Schiff试剂定性检测电解液中乙醛浓度的方法,开发了一个电解乙醛的课堂演示实验。该实验将有机化学中的氧化还原反应与电解过程相结合,以此发展学生对电解池工作原理以及有机化学反应机理的认识。通过实验探究,培育学生“科学探究与创新意识”和“科学态度与社会责任”的学科素养。     

高中生“芳香烃”心智模型的测评及其教学启示*

采用二阶式纸笔测验以及半结构化访谈法对高中生持有的“芳香烃”心智模型进行测评,并重点分析了学生建构的与“芳香烃和苯的同系物的概念”“芳香烃的结构”“苯及其同系物的化学性质”等概念群相关的缺陷模型。研究发现学生建构的有关“芳香烃”缺陷模型包括3大类共计11种;学生对有机物空间结构的想象力和建构能力较为薄弱;学生对“有机化合物结构内基团之间相互作用对其化学性质的影响”认识不足,“性质结构”模型不完善;学生建构的有机化学的心智模型尚不具备整体性。     

初中化学“分子和原子”的教学逻辑——基于2011-2018年的文献分析

以2011-2018年19篇有关初中化学“分子和原子”的教学研究文献为研究对象,基于教学观念与策略分析归纳出2种主要的教学逻辑:“证据推理型”和“模型认知型”。从“初步建立微粒观”“发展微粒观”“初步形成微粒观”等3个维度对2种教学逻辑进行归纳和评析,结合教学实践提出了一个新的“模型认知型”的教学逻辑。     

“素养为本”的化学课堂教学*——以“原子晶体”为例

基于“素养为本”视角,以“原子晶体”的教学为例,对教学主题内容、教学现状及学情进行分析;以发展学生化学学科核心素养为主旨确定教学目标;以“微粒-微粒间的相互作用-物质的聚集状态-物质性质”的认识思路为主线,以“模型认知,建构概念-证据推理,归纳性质-微观探析,探究结构-科学史实,揭示价值”的任务型教学流程,达到落实并发展学生化学学科核心素养的目的。     

Phase relations in the CaO-Bi<Subscript>2</Subscript>O<Subscript>3</Subscript>-B<Subscript>2</Subscript>O<Subscript>3</Subscript> system in the subsolidus region

Phase relations in the CaO-Bi₂O₃-B₂O₃ system have been investigated by X-ray powder diffraction and differential thermal analyses, and the isothermal section at 600°C has been constructed. The formation of ternary compounds at the component ratios 1CaO: 1Bi₂O₃: 1B₂O₃ (CaBi₂B₂O₇) and 1CaO: 1Bi₂O₃: 2B₂O₃ (CaBi₂B₄O₁₀) has been established X-ray diffraction characteristics of these phases are presented.     

Trends in the cation distribution in the structures of the compounds forming in the Ln<Subscript>2</Subscript>O<Subscript>3</Subscript>-GeO<Subscript>2</Subscript>-P<Subscript>2</Subscript>O<Subscript>5</Subscript> systems

The cationic networks in the structures of the initial oxides and all binary and ternary compounds forming in the Ln₂O₃-GeO₂-P₂O₅ systems have been studied. In the phase diagrams of the Nd₂O₃-GeO₂-P₂O₅ and Er2O₃-GeO₂-P₂O₅ systems, the regions of the structural influence of individual compounds with topologically identical cationic networks—anisotropic (A), combined (C), and isotropic (I)—are united into common areas. The A: C: I area ratio is 1: 1: 1 in the neodymium system and 1.7: 1: 3.4 in the erbium system.     

Phase relations in the CoO–V<Subscript>2</Subscript>O<Subscript>5</Subscript>–Fe<Subscript>2</Subscript>O<Subscript>3</Subscript> system in subsolidus area

Thermal properties of Co₂FeV₃O₁₁ have been reinvestigated. It has been proved that this compound does not exhibit polymorphism. It melts incongruently at the temperature of 770±5°C and the phase with lyonsite type structure is the solid product of this melting. Phase relations in the whole subsolidus area of the CoO–V₂O₅–Fe₂O₃ system have been determined. The solidus area projection onto the component concentration triangle plane of this system has been constructed using the DTA and XRD methods. 15 subsidiary subsystems can be distinguished in this system.     

Hydro­gen‐bonding patterns in cis‐4‐ammonio­cyclo­hexane­carboxyl­ate hemihydrate

In the title compound, C₇H₁₃NO₂·0.5H₂O, cis‐4‐amino­cyclo­hexane­carboxylic acid exists as a zwitterion and co‐crystallizes with water mol­ecules in a 2:1 amino acid–water ratio. The cyclo­hexane ring adopts a chair conformation, with the carboxyl­ate and ammonium groups in axial and equatorial positions, respectively. The basic motif in the crystal structure is a sandwich structure, formed by two amino acid units linked by head‐to‐tail hydrogen bonds. Hydro­gen bonds of the type N⁺—H⋯O—C—O⁻ link these motifs, forming helicoidally extended chains running along the c axis. The water molecule lies on a twofold axis and interacts with the chains by means of O—H⋯O hydrogen bonds.     

Hydro­gen bonding in substituted nitro­anilines: isolated nets in 1,3‐­diamino‐4‐nitrobenzene and continuously interwoven nets in 3,5‐­dinitro­aniline

Molecules of 1,3‐diamino‐4‐nitrobenzene, C₆H₇N₃O₂, are linked by N—H?O hydrogen bonds [N?O 2.964 (2) and 3.021 (2) Å; N—H?O 155 and 149°] into (4,4) nets. In 3,5‐di­nitro­aniline, C₆H₅N₃O₄, where Z′ = 2, the mol­ecules are linked by three N—H?O hydrogen bonds [N?O 3.344 (2)–3.433 (2) Å and N—H?O 150–167°] into deeply puckered nets, each of which is interwoven with its two immediate neighbours.     

Oxygen redistribution in ZrO<Subscript>2</Subscript>-Y<Subscript>2</Subscript>O<Subscript>3</Subscript> system

This work represents the results of oxygen redistribution studies at quantitative and isotopic levels in synthesis and thermal treatment of ZrO - (0 to 35 mol %) Y₂O₃ solid solution crystals. The crystals were grown by directed melt crystallization method in a cold container using direct high-frequency heating. The crystal oxygen content and isotopic composition data was collected with respect to stabilizer concentration and technological conditions of synthesis. The temperature and frequency relationships of crystal electroconductivity were also studied. Some strength and tribological characteristics of the given materials were represented. The solid state formation by directional melt crystallization was shown to involve oxygen isotopic exchange interaction between the melt, growing crystal, and gas phase.