加强中学化学实验室管理的几点建议

化学实验室是进行化学实验教学,培养学生技能、开发智力的重要场所。实验室工作是学校教学工作的重要组成部分,因此,加强化学实验室的建设和管理,充分发挥实验室在化学教学工作中的作用,是提高教学质量的物质保证。     

关于引进国外大学化学实验教学资源问题的思考

在化学教学改革的新时期,除了要引进实验教科书和虚拟化学实验的教学技术之外,还应该注重学习和研究国外大学的化学实验教学体系、教科书编纂方法以及实验教学和管理人才的培养方法,了解国外化学教学实验室的管理方法和实验室文化.     

有机分子荧光光谱中的AIE和ACQ现象

基础化学实验室主要开设基础类、大面积通识课程,开课对象以非化学专业、低年级本科生为主。基础化学实验室在实践教学活动过程中往往涉及危险化学试剂以及高温、高压等危险操作,加之新形势下大类招生不断扩大,基础类课程教学任务与日俱增,基础化学实验室的安全运行管理面临的挑战更加严峻。以西安交通大学基础化学实验室为例,介绍了我校基础化学实验室现状及在安全运行与管理方面存在的问题和解决对策,为同类型化学实验室的安全运行与管理提供借鉴与参考。     

基础化学教学实验室试剂和仪器的科学细化管理

介绍了厦门大学化学国家级实验教学示范中心基础化学实验(一)实验室在试剂和仪器科学细化管理方面的一些具体做法,如试剂的排序存放、计划补充、优化使用及仪器的"五防"和"三位一体"管理模式。通过对试剂、仪器一系列规范、有序、科学的细化管理,节约了试剂用量,减少了废物排放量,保证了干净整洁的实验环境;培养了学生良好的实验习惯,保证了仪器的正常运行及获得准确的实验数据,并提高了仪器的使用寿命,为实验教学的顺利开展提供了有力的保障。希望能为国内高校化学教学实验室相关方面管理提供可借鉴的经验。     

我校化学实验室的改建与管理初探

化学实验室是实现化学教学,全面完成化学教学任务的重要基地。如何创造一个良好的基地,如何井然有序地管理这个基地,使其发挥评价、探索和验证的作用,这是每个学校领导、化学教学人员十分关注的问题。     

基础化学实验室的建设与管理

化学实验室是全面完成化学教学任务的重要基地。 我院2002年建立了设备比较先进的化学实验室,给学生创造了良好的实验条件,并进行了科学化的管理,规定了各种规章制度和有关职责,较好地完成了化学教学任务。在实践中。采取：固定优秀代课教师兼管,勤工助学学生帮忙的管理办法,既减轻教师的劳动强度,又培养了学生的技能,且协调了各种关系,有利于化学教学质量的提高。     

浅谈高校化学实验室的科学管理

随着高等学校教学改革的不断深入,对实验室管理工作提出了越来越高的要求。摆在我们面前的首要任务是管好、用好实验室,充分发挥实验室的整体效益,达到提高实验教学质量的目的。一、加强高校实验室管理的重要性实验室是高校的重要组成部分。随着教学改革的不断深入,实验室工作受到越来越多的重视,实验室工作水平成为反映高等学校教学水平、科研水平、管理水平的重要标志。国家教委正在组织、实施的对全国各高校实验室的评估工作,其中一项重要的指标就是各高校实验室管理的科学化水平。化学是一门实验性非常强的学科,在化学教学过程中…     

特种功能材料实验室简介

<正>河南大学特种功能材料重点实验室是以材料的制备、性能与结构表征、应用开发为主要研究内容的跨学科综合实验室,是进行科学研究和研究生教育的研究教学实体.1998年,在党鸿辛院士的带领下,依托于凝聚态物理和高分子化学与物理重点学科,在朱自强教授和张举贤教授80年代建立的"固体表面实验室"和"高分子化学研究室"的基础     

特种功能材料实验室简介

<正>河南大学特种功能材料重点实验室是以材料的制备、性能与结构表征、应用开发为主要研究内容的跨学科综合实验室,是进行科学研究和研究生教育的研究教学实体.1998年,在党鸿辛院士的带领下,依托于凝聚态物理和高分子化学与物理重点学科,在朱自强教授和张举贤教授80年代建立的"固体表面实验室"和"高分子化学研究室"的基础上组建了河南省高等学校"润滑与功能材料"     

特种功能材料实验室简介

<正>河南大学特种功能材料重点实验室是以材料的制备、性能与结构表征、应用开发为主要研究内容的跨学科综合实验室,是进行科学研究和研究生教育的研究教学实体.1998年,在党鸿辛院士的带领下,依托于凝聚态物理和高分子化学与物理重点学科,在朱自强教授和张举贤教授80年代建立的"固体表面实验室"和"高分子化学研究室"的基础上组建了河南省高等学校"润滑与功能材料"     

基于“1+2”模式的结构化学课程在线教学实践

Since the outbreak of novel coronavirus pneumonia (NCP) at the beginning of this year, Chinese government acted immediately and made some regulations to control the epidemic NCP and promote the recovery of society and industry including education. Chinese universities stayed on the online courses without suspension on teaching and learning. Herein, we report online teaching of structural chemistry course based on the teaching mode of online live broadcast platform, online course resources and management platforms ("1 + 2" mode). This may promote online teaching, and take advantage of online live broadcast and massive open online courses, which achieves good teaching and learning experiences on structural chemistry course.     

“线上线下-虚实结合”在有机化学实验教学中的应用探索——以正溴丁烷的制备实验为例

In response to the impact of the Covid-19 epidemic on organic chemistry laboratory teaching, this article analyzes and discusses the current limitation of traditional organic chemistry laboratory teaching. Taking the "preparation of n-bromobutane" as an example, a new "online-offline and virtual-actual combination" teaching mode with the combination of "Tencent Meeting, MLabs, laboratory and WeChat group" is introduced. The practice of the new mode of teaching includes the following steps: pre-class online guiding by teacher, student preview and practice based on the virtual simulation platform, students and teacher discussion and operation in laboratory, and post-classcomprehensive assessment and Q&A", and good teaching effects have been received. It is significant in cultivating and improving the independent innovation and practical ability, and provides reference for the organic chemistry laboratory teaching reform and also lays a foundation for the construction of "outstanding course" of organic chemistry.     

“能源化学”本科专业建设建议

"Energy chemistry" was approved as one of the chemistry majors for undergraduate by the Ministry of Education in 2015. Based on the ideas and ways of emerging engineering education, this paper hereby proposed some of constructive suggestions on the training objectives, graduation requirements, curriculum system, teaching contents, teaching staff and conditions for development of "energy chemistry" major.     

“讲一练二考三”模式建设面向实际应用的计算化学课程

将"讲一练二考三"的新型教学理念应用于大学化学的教学是一种有意义的尝试。本文结合计算化学课程的特点和本人的教学实践,从课程建设思路、教学内容、教学方式、练习方式和考试方式等几个方面阐述了采用"讲一练二考三"模式建设面向实际应用的计算化学课程的一些经验和方法,探讨了计算化学课程授课内容和教学方法的改革。     

以学为中心的高分子化学线上教学实践

In response to the COVID-19 epidemic prevention, the "polymer chemistry" course teaching team actively explored the "learning-centered" online teaching model. The students were guided to active learning by using the rich contents of Chaoxin online teaching platform and multiple online teaching activities. The basic knowledge points, difficulties and emphases of the teaching were highlighted and the real-time communication and Q&A were achieved in combination with the Tencent course live broadcast and QQ learning group. Following the concept of "students as the main body and teachers as the leading", the online teaching of "polymer chemistry" has effectively aroused the students' interest in learning, cultivated the initiative of autonomous learning, organically integrated the ideological and political education, and achieved a good learning outcome.     

有机合成化学"三位一体"混合教学模式探索与实践

In order to improve the quality of teaching and cultivate chemical innovation talents in university for nationalities, in the course of organic synthetic chemistry curriculum construction, efforts were made to overcome problems such as the single teaching objective, abstract and boring teaching content, tedious and relatively dull teaching methods and low enthusiasm for students' learning, etc. According to the study rule of "before class-on class-after class", the trinity mixed teaching mode of "teaching goal-teaching means-practice examination" was constructed. Through the construction of the "teaching goal-teaching means-innovative practice" trinity mixed teaching mode, we refined teaching objectives, optimized teaching methods, implemented small classes, improved assessment methods, designed comprehensive laboratory programs, reinforced practices, and reformed the assessment measures. Discussion on teaching reform and practice of organic synthetic chemistry was carried out from multiple perspectives. Through the practice of teaching reform, the teaching effect has been improved, the enthusiasm of students to learn organic synthetic chemistry has been improved, and the expected effect of cultivating students' innovative ability has been achieved.     

基于化学的“化学测量学与技术”新工科专业建设建议

The background of the establishment of "chemistry metrology and technology" as an emerging engineering education major based on chemistry is analyzed. Based on the national development strategy, aiming at the urgent demand of interdisciplinary talents for the rapid development of chemistry metrology and technology, the necessity of setting up the major of "chemistry metrology and technology" based on chemistry is demonstrated. Based on the investigation of professional talents in instrument development enterprises and application fields, some suggestions on the program of "chemistry metrology and technology" major including orientation, objectives, graduation requirements and professional training are provided. Some requirements of the curriculum, teaching staff and teaching conditions are put forward.     

"演示-评课-实验"教学模式在实验课程教学中的应用与优化策略——以高师化学专业教学论实验课程为例

"学生演示-集体评课-全班实验"三环节教学模式是高师教学论实验课程的主要形式,我们对化学专业教学论实验课程教学现状进行了教学观察和调研,从教学内容的选择、教学组织形式、教学管理形式、课程评价方式等方面进行优化,取得明显的教学效果。这对促进高师院校的化学实验教学改革、培养创新型实验教学能力的师范生有一定的参考价值。     

结构化学课程的“在线教学”实践

基于新型冠状病毒疫情防治的需要,为保障延期开学期间教学工作平稳、有序、高效地开展,课程教学普遍以"在线教学"的形式进行。本文依托雨课堂与腾讯会议,从课前准备、授课方式与内容、课后辅导的角度出发,介绍了开展结构化学"在线教学"的经验。     

“课前六备、课中六讲、课后六辅”在线课程混合式教学模式研究与实践——以基于“雨课堂+钉钉直播”的中等无机化学课程为例

Taking the online teaching of "inorganic chemistry" course at Dezhou University as an example, the "six steps before class, six steps in class, six steps after class" online course teaching model based on "Rain Class + Dingding Live" and an online "short class" were constructed. The main content and implementation methods of teaching design, teaching process, teaching effect, teaching reflection, teaching evaluation in online course teaching were discussed. It has been proved in practice that this model can effectively improve students' learning interest and enhance teaching effects.