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基于深度学习理念,以“常见高分子材料的用途与合成”为学习主题,开展关于有机合成复习课的教学实践。指出在有机合成的复习课,开展深度学习有利于激发学生的学习需求、调动学生高阶思维、让学生迁移运用所学知识。基于深度学习的教学设计需要把握挑战性学习主题、深度学习目标、深度学习活动和持续性评价4大要素。提出课前应引导学生开展挑战性学习主题的项目调研;课上应创设引导学生深度学习的问题情境,促进学生高阶思维的发展;课后应让学生以思维导图的形式理顺有机合成的一般方法等,为教师开展基于深度学习的教学实践提供参考。 相似文献
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就高中化学课程标准对“学科观念”这一课程目标的相关规定,以“有机合成”教学设计为例,结合教学情境创设的现状,研讨了基于培养学生学科观念的教学情境创设的重要意义、相关策略及注意事项. 相似文献
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以“二氧化硅”的教学为例,基于真实问题情境,以问题为导向设计和实施教学,在过程中渗透化学学科核心素养的培养。经测评,学生兴趣浓厚,教学效果较好。 相似文献
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以"PX:有机合成的巨星"的教学设计和课堂实践为例,将社会性科学议题"PX石化项目"融入高中化学有机合成教学活动中,具体论述了学生进阶学习的任务设计、有机合成流程的问题情境设置、角色扮演活动中学生的立场抉择情况,结合教学后学生对争议性议题学习过程的态度与评价及参与课堂观摩活动的教师的评价,对教学效果和学习目标达成情况进行分析。 相似文献
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介绍一个综合型创新实验——有机小分子荧光探针的制备与表征。内容包括有机配体的合成及表征、荧光光谱的测试、金属离子的检测等。通过本实验的实践,既可以让学生更好地掌握无机、有机和分析化学相关专业知识,提升实验操作技能,又能让学生了解有机小分子荧光探针这一科研前沿领域,激发学生对科学研究的兴趣,培养科研能力。建议将本实验纳入本科高年级综合化学实验课。 相似文献
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介绍一个涵盖有机合成、药物化学与仪器分析等学科的研究探索型综合实验,本实验选择具有抗癌、抗菌、抗糖尿病和抗病毒活性的喹喔啉酮类烯胺酮分子作为合成与研究对象,首次使用可循环的酸性树脂Amberlyst15为非均相催化剂,在可见光的协同催化下,利用Mannich反应一步合成喹喔啉酮类JNK3 (c-Jun N-terminal kinase 3)抑制剂。本实验取材于学科前沿热点且已有较多验证的研究前沿成果,不仅有助于学生可以学习到经典Mannich反应的实验操作方法,巩固了专业知识的理解,同时也紧跟时事,学习非均相催化和光催化的相关知识,结合拓展阅读,提高了他们的探索创新意识。建议纳入本科高年级和研究生低年级的"综合化学实验"课程。 相似文献
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Kate J. Graham Chris P. Schaller Brian J. Johnson John B. Klassen 《The Chemical Educator》2002,7(6):376-378
The incorporation of research projects into undergraduate chemistry courses provides a perspective that is fundamentally unavailable in most laboratory experiences. While independent, multistep synthesis projects in organic chemistry have been reported previously, most efforts have been directed at relatively restricted, closely guided research plans with modest student participation in the experimental design. We have implemented a more open-ended synthesis project, limited principally by cost, safety and availability of materials. In the second semester of the sophomore organic sequence, students develop multiple drafts of a plan for a three-to-four-step synthesis. Subsequently, students obtain their own literature protocols for the individual steps. The synthesis is performed over three four-hour laboratory periods. The students conclude this project with a poster presentation of the results at the end of the semester. Evaluation of the students work focuses not only on the successful synthesis of the target but also on planning, troubleshooting, purification, and spectral analysis. 相似文献
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Diversity-oriented synthesis presents many formidable challenges to the practitioners of synthetic organic chemistry. Those challenges include the effective teaching of this new and evolving discipline to ensure that students are well positioned to begin exploring its full potential. Fortunately, the teaching of synthetic organic chemistry has a rich history in the context of target-oriented synthesis, and this precedent can serve as a strong foundation for meeting the challenges of teaching diversity-oriented synthesis. 相似文献
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Among various two-dimensional (2D) materials, organic 2D polymers have attracted much attention, owing to their specific properties, such as lightweight, good flexibility, adjustable structure, and high adaptability. In recent years, more and more scientists have devoted to the research on their structural design, synthesis, characterization, and potential properties. However, in contrast to traditional one-dimensional (1D) and three-dimensional (3D) network macromolecules, the synthesis of 2D structures presents a challenge to polymer chemists, because polymerization usually takes place in a spatially random manner in solution-phase synthesis. In this review, we will focus on the synthesis methods of organic 2D materials, which have played a pivotal role since the beginning of the development of this field. We will highlight the representative examples according to the different types of polymers, including supramolecular organic 2D layers and covalent organic 2D polymers, and identify possible future research directions. 相似文献
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为了提升学生的基础有机合成技能及综合实验创新能力,介绍了一类含三芳胺及吡嗪单元的供体-受体型聚集诱导发光分子的合成、性能表征及分析。通过本综合创新实验的学习,学生将进一步了解有机荧光材料,尤其是聚集诱导发光材料的发光机理及潜在应用。本实验不仅有利于提升学生在减压蒸馏、萃取、干燥和柱层析分离等操作方面的实验技能,也将进一步促进其对核磁共振仪、高分辨质谱仪、紫外-可见吸收光谱仪及稳态-瞬态荧光光谱仪等仪器的熟悉和掌握。最终,通过课堂理论及综合实验学习的相互结合,进一步拓展学生视野并锻炼学生综合创新实验能力,为培养其良好的科学研究素养奠定基础。 相似文献