打造"四高"机制培养一流人才——华东师范大学化学一流本科专业的建设与实践

围绕人才培养的中心目标,华东师范大学化学专业通过"四高"(高水平师资–高水平课程体系–高水平科学研究–高质量人才)机制的建立,明确办学定位、提升师资力量、突出实践教学、保障教改质量,持续推进一流专业建设。     

西北大学化学一流专业建设的探索与实践

在长期的教学实践中,西北大学化学专业科学合理地设定专业定位与人才培养目标,以教师队伍建设为抓手,持续提高教学质量;以教材建设为根基,擦亮专业育人底色;以课程建设为统领,着重提高学生学术素养;以一流的教学管理为保障,建立人才培养长效机制,在专业建设中形成了鲜明的特色。本文从专业定位、师资队伍建设、教材建设、课程建设、教学管理等方面介绍西北大学化学一流专业建设的举措及成效。     

以"人才培养"为中心,全面推进一流专业建设

专业是本科教育的"四梁八柱"。专业建设是一项系统工程,涉及教师、学生以及进行教育教学活动的条件和保障等多方面内容,专业建设的水平和质量直接影响人才培养的质量。本文以湖南大学化学专业为例,分析了专业建设的现状,指明了限制专业发展的问题,同时立足"人才培养"这一中心任务,针对专业建设的短板和不足,从专业建设的软硬件方面提出了改革举措,为一流专业建设提供了借鉴和思路。     

师范类专业认证下地方高校化学专业人才培养模式研究*

专业认证是保障高等教育质量和持续发展的重要手段。基于师范专业认证标准,化学专业人才培养过程中存在培养目标不清晰、课程设置不合理及教学评价不规范等问题。结合OBE教育理念,通过构建“模块化”的课程体系,建立“三层次、四阶段、多环节”的教学质量保障体系和“三位一体”协同育人机制,探索了适应地方高校化学专业的人才培养模式,以提高人才培养质量。     

非化学化工专业《大学化学》课程教学改革研究

根据非化学化工专业特点,对"大学化学"课程进行了相应的教学改革。通过将大学化学课程内容与中学化学课程内容衔接、与专业应用相结合以及绪论课的教学改革,在有限学时内构建与专业应用紧密联系的"大学化学"知识体系,让学生明确学习化学知识的重要作用及意义,从而提高教学质量和人才培养质量。     

地方工科院校一流专业建设的探索与实践

国家一流专业“双万计划”实施以来,吉林化工学院化学与制药工程学院通过积极探索和实践,找到了一种符合自身发展定位的专业人才培养模式,显著提升了专业建设效果。本文基于教育部工程教育专业认证“学生中心、产出导向、持续改进”的理念,从立德树人落实、培养方案设计、质量保障体系构建以及人才培养模式的组织和实施等方面,论述了学院加强一流专业建设的做法以及取得的主要成效,为地方本科院校一流专业建设提供了经验和参考。     

新时代华中师范大学国家级一流化学专业建设的思考与实践

面对新时代高等教育"双一流"建设的浪潮,高等师范院校化学专业必须有自己的特色作为。以华中师范大学化学专业(师范类)建设为例,从人才培养目标、培养方案和课程群的构建,课程的深度教学进化,教学管理新体系与新机制等三方面探讨了新时代国家级一流化学专业建设的相关问题、解决途径和实施方案与成效。     

化学专业拔尖学生培养体系的探索与实践 ——以山东大学为例

介绍了山东大学化学专业拔尖学生培养体系的建设,从学生选拔、培养模式及教学保障等方面对近十年来化学专业拔尖学生培养及实施成效进行了全面总结,以探索化学专业拔尖创新人才培养规律和机制。     

南开大学化学一流专业建设的探索与实践

经过多年的探索与实践,南开化学在一流专业建设中已形成鲜明的专业特色,本文从特色化人才培养模式、科研创新能力培养、课堂教学质量督导等方面介绍南开化学一流专业建设的举措及成效。     

高校非化学专业“无机及分析化学”教学中的问题及对策

从教师队伍、教学内容、教学手段以及教学对象等方面出发,以喀什大学生物专业为例,分析了非化学专业的"无机及分析化学"教学中存在的问题,探析了问题产生、存在的根源,并提出提高"无机及分析化学"教学质量的切实可行的对策。     

Future trends in analytical quality assurance — the estimation of uncertainty

This paper presents one of the future trends in analytical quality assurance, the evaluation of the quality of analytical results by estimation of their uncertainties. The present state-of-the-art is described, and the impact caused by the declaration of uncertainties in chemical results is foreseen.     

The Italian way: Accreditation and continuous quality improvement in clinical laboratories

 The transition from quality assurance of the analytical phase to the quality management of total testing in clinical laboratories is still at an early stage. But it has begun. Accreditation through voluntary, educational and professional schemes, like the Clinical Pathology Accreditation scheme, is a useful tool for following defined standards of practice and having these independently confirmed on the basis of a peer review. Approved clinical laboratories can obtain a hallmark of performance and offer reassurance to users of their services. However, accreditation does not guarantee an error-free service; it is not the final step, but an important stage in the improvement process. Quality is a journey and continuous quality improvement is the paradigm for better addressing our efforts to satisfy customers' expectations for the desired health outcomes related to a high-quality laboratory service.     

高分子材料分析与测试课程设计与教学改革

介绍黎明职业大学高分子材料加工技术专业的核心课程《高分子材料分析与测试》的课程设计和教学改革的做法。课程以实现学生向"准员工"的转变为教学目标。通过对行业企业进行调研,确定该课程的对接岗位为质量检验岗位,工作内容为化验、质检和品管,基于岗位工作内容进行课程设计。采用项目化方式,三个工作内容分别对应以典型方法、典型产品和典型常识为项目进行模块设计。以模块任务为中心,将教师的"讲"与学生的"练"有机结合起来,综合应用提倡学生互教的交互培训法、引导学生自主学习的主题探究法、锻炼学生专业素质的四阶段技能训练法等教学方法。     

Quality in clinical laboratory measurements

 Clinical chemistry deals with measurements and observations using samples from patients in order to supply clinicians with information to support their decisions in diagnosis and treatment. The discipline utilizes advanced chemical and biochemical methods and also sophisticated instrumentation which allows a high throughput. Clinical chemistry has a long tradition of quality assessment and improvement. The major tools have been proficiency testing or external quality assessment and internal quality control. Nowadays, total quality management has become widely recognized, and accreditation according to international, regional or national schemes has contributed to the design of quality systems and improvement of the reliability of results from clinical laboratories.     

分析化学实验课程教学大纲的标准化改造与构建

基于工程教育专业认证标准的要求,结合专业课程的特点,对我校制药工程专业的分析化学实验教学大纲进行了标准化改造。标准化的教学大纲更加突出了专业适用性,关联了教学要求与教学内容和考核评定,增加了考核量化指标与课程持续改进的方式,进一步规范了分析化学实验课程的教学。标准教学大纲的构建为实验教学活动提供了更加明确的指导,有利于缩小不同教师教学的差异性,保证了实验教学的质量,为建立可持续完善的工程类实验教学标准体系提供了具体参考。     

Quality (r)evolution – guidelines and practical implementation of quality management: the U.S. perspective

 All clinical laboratories in the United States were required for the first time in 1992 to comply with universal minimum regulations: the Clinical Laboratory Improvement Amendments of 1988 (CLIA'88). The CLIA'88 regulations precipitated revolutionary and evolutionary changes based in both total quality management and continuous quality improvement principles. The regulations specify minimum requirements for personnel, quality control, and proficiency testing. Under quality assurance, the requirements are more individualized and allow laboratories to meet the needs of their customers while being in compliance with the regulations. Biannual inspection is integral to CLIA'88. However, laboratories can choose other federally approved, "deemed" professional organizations, with regulations equivalent to CLIA'88. Selection of one of these organizations allows for some flexibility in the application of the requirements, and eliminates having federal CLIA'88 inspectors perform the inspection. Since CLIA's inception in 1992, inspectors have noted a decline in the number of deficiencies cited. An improved level of proficiency testing performance also indicates that better quality test results are being provided to clinicians. The quality evolution and revolution will continue in the United States, and a major impetus will be health care reform's mandate to reduce cost. Received: 13 December 1995 Accepted: January 1996     

The Marshall Islands Radioassay Quality Assurance Program: An Overview

The Lawrence Livermore National Laboratory has developed an extensive quality assurance program to provide high quality data and assessments in support of the Marshall Islands Dose Assessment and Radioecology Program. Our quality assurance objectives begin with the premise of providing integrated and cost-effective program support (to meet wide-ranging programmatic needs, scientific peer review, and build public confidence) and continue through from design and implementation of large-scale field programs, sampling and sample preparation, radiometric and chemical analyses, documentation of quality assurance/quality control practices, exposure assessments, and dose/risk assessments until publication. The basic structure of our radioassay quality assurance/quality control program can be divided into four essential elements: (1) sample and data integrity control, (2) instrument validation and calibration, (3) method performance testing, validation, development and documentation, and (4) periodic peer review and on-site assessments. While our quality assurance objectives are tailored towards a single research program and the evaluation of major exposure pathways/critical radionuclides pertinent to the Marshall Islands, we have attempted to develop quality assurance practices that are consistent with proposed criteria designed for laboratory accreditation.     

长效专业认知教育体系的建立对化工类学生成长的影响

贵州理工学院编制了化工类学生成长手册,从2013级学生入学起,通过学生阅读、教师解读相结合的方式,建立学生的专业认知教育体系。通过问卷调查了学生成长手册的效果,对比了2013级和2014级学生的退学率,发现长效专业认知教育体系的建立可帮助化工类学生逐步了解本专业的培养目标、课程体系和就业方向,目标明确,提高了人才培养的质量。     

Quality Assurance in Testing Laboratories

General criteria for the operation of testing laboratories according to standards series EN 45000 and quality assurance under ISO series 9000 are discussed, and other quality management systems too are presented. The important elements of quality assurance as concerns measurements, tests and investigations are pointed out. This revised version was published online in August 2006 with corrections to the Cover Date.     

新工科背景下分析化学中质量保证和质量控制的教学改革探究*

通过对目前分析化学教学中存在问题的分析,探究了新工科背景下分析化学专业中关于质量保证和质量控制方面的教学改革,提出了增设“分析化学中的质量保证和质量控制”或者类似的课程的建议,指出分析化学的教学应该围绕整个分析过程展开,并将分析化学中的质量保证和质量控制知识融入分析全过程中,注重理论课程与实践课程相互结合的同时更加强调应用性,增强学生的实践能力和分析问题、解决问题的能力。此外,分析化学教学重在“分析”,要与分析实验室/检测机构保持紧密联系,应建立以市场为导向、以技术为核心的教学活动,从而实现为社会不断培养与时俱进的分析人才的教育目标。