高职有机化学抛锚式翻转课堂教学模式的构建和实践

以高职有机化学课程为例，探讨了抛锚式翻转课堂教学模式的构建和实践。主要包括：课前微课视频的制作、课堂组织、课后拓展、辅导和教学评价等环节。抛锚式教学模式和翻转课堂的结合，可以调动学生学习的主动性和积极性，使学生成为课程学习的主体，有利于有机化学课程的教学，有利于培养更多更好的新时代药学专业技术技能人才。     

基于抛锚式翻转课堂教学模式的有机化学教学设计

随着信息技术在教育教学实践中不断融合，翻转课堂在职业教育教学中也得到广泛运用。以有机化学课程为例，探讨了抛锚式翻转课堂教学模式的教学设计流程，主要包括：微课题的设计、“锚”设计、目标设计、内容设计、资源设计、互动设计、评价设计等。旨在推动职业教育教学新理念、新模式，探析教学设计思路，提升职业院校教师教育教学能力。     

在化学生物学实验中开设小班式创新实验的尝试

以化学专业大四本科生为研究对象,尝试在化学生物学创新实验课程中开设小班式创新实验,从实验内容、教学方法等方面设计创新实验,培养学生综合运用大学前3年所学的基本知识和基本实验技能,提高学生的综合能力和创新意识。     

基于质子条件式的终点误差精确式

容量分析中,滴定终点的误差决定了该分析方法的可靠性。根据质子条件式,可推导出终点误差的精确式。该表达式用滴定开始前而不是终点时物质的浓度进行计算;用滴定终点时的p H进行计算,不需要计算化学计量点时的p H;所得出的精确式具有通用性,能有效降低学习与记忆的难度,提高计算结果的准确度。     

Newman投影式和Fischer投影式的转换及应用

介绍一种Newman投影式与Fischer投影式之间互换的简易方法,并举例说明其在立体化学中判断构象间的关系、理解反应机理等方面的应用。     

乙酰乙酸乙酯烯醇式与酮式GC/MS和GC/IR分析

采用ＧＣ／ＭＳ对乙酸乙酯烯醇式在不同离子源温度,接口温度,进样器温度,柱温等条件下的气相色谱行为进行了研究,用重氢交换法和高分辨质谱法对烯醇式和酮式的质谱进行了解析,并通过ＧＣ／ＩＲ研究了烯醇式和酮式的红外光谱。     

气相色谱法研究氯丙酮的酮式和烯醇式的互变异构

固定液ＯＶ－１７涂渍在１０２硅烷化载体上作为固定相制成的填充柱能分离出氯丙酮的酮式和烯醇式的互变异构体，用ＦＩＤ作检测器，测定了不同柱温下这两种异构体的相对含量。     

推导一个表面张力等温式

本文试图从二点假设出发推导一个表面张力等温式：（１）溶液的表面张力是溶剂的表面张力和溶质的表面张力按其所占表面比率的相加,（２）溶质在表面的量与在体相中的量存在一个动态平衡。由此可导出如下表面张力等温式：σ＝σ０１－ａｃ１＋ｂｃ,其中常数ａ、ｂ具有物理意义。经实验数据的验证,该式在大多数情况下比Ｓｚｙｓｚｋｏｗｓｋｉ经验式更好     

积件式“移动课堂”的构建——基于互联网+化学电子资源的建设研究

随着计算机网络技术的发展,网络资源开发和利用受到越来越多的关注。综合运用Flash动画制作软件、Fireworks和Dreamweaver 8等软件构建积件式化学移动课堂系统,系统中各积件包含:教材重现、素材视窗、微课播送、即时演练及网络交互平台等板块,可为中学化学日常教学、微课、"翻转课堂"以及教育部"三通两平台"教育资源公共服务平台等提供方便的电子资源。     

新型酮式,烯醇式双铜配合物的合成及磁交换作用研究

合成和表征了2个双核铜配合物——酮式-[CU_2(H_2L)Cl]Cl_2和烯醇式-[Cu_2(L)Cl]·H_2O,推知2个配合物分别为酮式和烯醇式,烯醇式配合物中铜离子间的反铁磁相互作用(J=-461.80cm~(-1))大于酮式配合物中的相应值(J=-33.16cm~(-1))。     

基于中国大学MOOC、慕课堂和QQ群三结合的分析化学课程在线教学实践

中国地质大学(武汉)分析化学课程团队采用国家精品在线开放课程作为课程资源、慕课堂作为智慧教学工具、QQ群作为在线讲授和辅导答疑的平台,成功地开展了分析化学课程在线教学实践。实践表明,基于MOOC、慕课堂和QQ群三结合的在线教学形式受到了学生的欢迎和喜爱,学生普遍易于接受,参与积极性高,初显教学效果较好。     

化工原理课程的在线教学

During the outbreak of novel coronavirus pneumonia, teaching reformation in the principles of chemical engineering online course was carried out. The teaching means was secondary researched and developed. The chemical professional software was used in online teaching. And the combination of life instance and chemical process principle improved the teaching effect. Through the reform attempt, students' interest in the course and their understanding of abstract chemical process is improved. The students' theory is enriched, which lays a foundation for the future development of mixed online and offline teaching.     

防疫期间化工原理实验部分内容在线教学的设计与实施

During the outbreak of COVID-19, the teaching team of chemical engineering principles experiment of Nanjing University uses Tencent Meeting and Pedagogy Square as online platforms, applies the unit operation experiment MOOC particularly designed by our course team, and introduces the simulation software of Oubeier Cloud Classroom and Es-online. The online classroom delivers equivalent teaching as the offline classroom.     

利用无机化学在线课程资源，开展翻转课堂的教学实践

During the years of 2015 to 2018, the inorganic chemistry course in Tianjin University has gradually transited from small private on-line course (SPOC) to flipped classroom. Flipped classroom teaching practices were carried out at more than 30 classes at our university by the sufficient use of on-line course resources. These practices effectively improve the quality of teaching, and greatly solve the problem of poor learning initiative and low participation of the students existing in current traditional teaching model. This article in detail introduces and summarizes the following four aspects, including transition of teaching modes, construction of online resources, online and offline supervising, test scores analysis and teaching thought. The effective ways for flipped classroom mode are discussed to improve students' knowledge and learning ability. And it also provides references for teachers to carry out their classroom teaching reform.     

基于雨课堂的任务导向式化学专业英语教学模式探索与实践

针对传统化学专业英语教学中存在的问题,提出将任务导向与雨课堂相结合的教学模式运用到专业英语课程的教学中。分析了任务导向与雨课堂相融合的特点,阐述了在专业英语教学中实施以雨课堂为基础的任务导向式教学环节与方法,利用问卷调查和定性对比方式考查了教学效果。结果发现,该教学模式能够显著地提高课堂气氛、师生互动度和学生参与度;融合雨课堂能显著提高任务教学的效果;雨课堂能一定程度地改善日常教学管理;该教学模式对学生兴趣和学业成绩的提高具有促进作用。     

SPOC教学模式在学科教学(化学)教育硕士培养中的应用——以教育技术在中学化学教学中的应用为例

以师范院校面向学科教学(化学)专业教育硕士开设的"教育技术在中学化学教学中的应用"课程为例,研究了SPOC课程教学资源建设的内容、方法,分析了采用翻转课堂的SPOC教学流程的教学设计策略,比较了应用SPOC教学模式前后的学生学习效果。     

在化学教学中推广科普知识——以趣谈指纹显现技术为例

Fingerprint can be widely acknowledged as the "first evidence" of forensic science, in which fingerprint manifestation is the first and also the most important step to discover latent fingerprint. Flipped classroom and team-based learning modes have been implemented in the chapter of "chemistry and criminal science and technology" of Chemistry and Society course. Students were encouraged to consult relevant references in advance and participated in the team discussion in class. Herein, the fingerprint is personified into a "mysterious thief" with multiple faces, while various fingerprint display technologies are personified into investigators of the fingerprint department. Collectively, this teaching strategy can popularize the chemical principles of several fingerprint techniques to students, enrich their scientific understanding of the fingerprint display technology, and improve their scientific quality and learning interests.     

“SPOC+翻转课堂+传统课堂+全过程考核”混合教学模式——以近代化学基础(有机化学)课程教学实践为例

In this paper, we summarized the problems of traditional teaching mode in the course of fundamentals of modern chemistry (organic chemistry) and explored a mixed teaching mode that combines SPOC, flipped classroom, traditional classroom and whole process examination. The practical results show that this model is helpful for the improvement of teaching quality and worth popularizing.     

"课程思政"背景下有机化学教学模式探索

有机化学是化学化工及相关专业的重要基础课程,复杂的反应与深奥的理论使其成为理工科院校中较难掌握的课程之一。在当今高校青年学生成长的时代特征与大的社会背景下,只重视专业讲授、轻思想教育的课堂模式,已经跟不上时代的要求。理工科专业课程教师在教授专业内容的同时,把思想引领与价值观塑造融入专业教学中,将教学与育才有机地融合,能极大提升课堂教学效果与质量,有利于培养素质过硬的专业人才。本文从化学史与化学热点问题分析两个角度,阐述了开展有机化学课程思政的具体方法举措,并对实际效果进行了研究分析。     

理工科专业基础核心课程思政教学实践——以化工原理课程为例

The principles of chemical engineering is the foundation of chemical engineering professional core courses. This article introduces the goal and content of course Ideology and politics for principles of chemical engineering course. Ideological education has been carried out on the teachers' quality, knowledge, cases, historical personages, and teaching practice to provide reference for education in science and engineering course.