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在物理化学教学中通过引入和分析案例引出知识点,并将案例与知识点互相印证,最终使难懂的理论和知识点变得容易接受。 相似文献
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案例教学是教师教育的有效手段。按照内容来分,化学教学案例包括有关教学内容、有关化学实验教学、有关化学教与学的方法、有关化学课程资源等;按照来源来分,化学教学案例包括来自化学教学一线案例、来自文字材料和影像材料、来自化学教师教育的教与学活动等。化学教学案例选择与案例库建设的基本途径有:选择成熟的课例、编制案例和利用生成性案例。 相似文献
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主题式情境教学在化学教学中的应用 总被引:1,自引:0,他引:1
基于新课程标准的核心理念、构建主义教育理论及主题式教学的含义和特点,阐述了在化学教学中应用主题式情境教学的意义,并借助几个教学案例说明如何选取、处理情境素材以及如何在化学教学中应用主题式情境教学,以此激发学生学习化学的兴趣。 相似文献
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化学教学中开展案例教学的几点思考 总被引:6,自引:0,他引:6
本文提出了案例教学的基本概念和课堂结构,结合化学学科的特点,就课堂教学中如何开展案例教学讨论了几个问题:基本理念、基本内涵、教学目标、操作误区、实践环节、案例要求、教学评价、教学现状和课堂效益。 相似文献
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"Creative teaching" is the most suitable teaching pattern for the training of top-notch talents and the core is the cultivation of elite-class students' autonomous learning ability. We have tried to build the autonomous learning mode in the course of Principles of Basic Chemistry for the elite-class major in polymer materials engineering. The teaching practice has been carried out in six aspects that are "leading both teachers and students to change minds, constructing autonomous learning platform, activating the classroom teaching, complementary integration between PBL teaching method and 'the flipped classroom', 'a line' for extracurricular self-study, and 'point-line-face' generalization and summarization". 相似文献
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目的探讨以授课为基础的学习法(1ecture—based learning,简称LBL)和以问题为基础的学习法(Problem—Based Learning,简称PBL)在血液内科见习中的教学效果。方法将2012年及2013年新疆医科大学来我科实习的临床医学专业两个班的学生作为研究对象,分为LBL+PBL和PBL+LBL组,两组采用不同的教学方法,通过闭卷考试测试教学效果,采用问卷调查了解学生对教学方式认可程度。结果PBL+LBL组出科考试成绩优于LBL+PBL组,差异有统计学意义(P〈0.05),问卷调查显示,PBL+LBL组学生更认可教学模式在提高学习主动性和学习效率方面的作用。结论PBL+LBL结合的教学法能充分发挥两种教学法的优势,更加有利于提高教学效果。 相似文献
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Lianghui Gao Mengjie Gong Fanbo Kong Ting Yuan Xiaohong Li Lili Zu Yunchao Li Louzhen Fan 《大学化学》2020,35(5):81-87
During the fight against the new coronavirus epidemic, the "Physical Chemistry" team of Beijing Normal University used various network platforms and tools, such as MOOC of China University, Rain Classroom and WeChat Group in the teaching process. The exploration and practice of online learning of "Physical Chemistry" is carried out based on MOOC teaching, with student learning as the center and teacher guidance as the support. Taking the most difficult chapter of "fundamentals for statistical thermodynamic" as an example, we designed a complex teaching program that includes previews, watching MOOC videos in class, real-time online exercises, teachers' answers, and after-class reflection and questioning. The students were encouraged to learn independently through the reserved information, designed activities and assignments. Practice shows that the online course has cultivated the students' self-management ability, trained their critical thinking skills, and achieved good teaching results. 相似文献
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Before teaching a course, the instructor must identify what she or he intends for the students to learn. For most analytical chemistry instructors, this usually involves an assessment of what methods and techniques to include and at what depth to cover them. There are many other skills, though, that will be important to students for their future success. Most college classes in analytical chemistry are taught in a lecture format. Techniques that can be used to improve the learning that can occur during a lecture are described. An alternative to lecturing is the use of cooperative learning. Cooperative learning offers the potential to develop skills such as teamwork, communication, and problem-solving that are more difficult to impart in a lecture format. The laboratory component of analytical chemistry courses is often an underutilized learning resource. More often than not, the lab is used to demonstrate fundamental wet and instrumental analysis techniques and develop rudimentary laboratory skills. The analytical lab should also be used to develop meaningful problem-solving skills and to demonstrate and have students participate in the entire analytical process. Ways of enhancing the analytical laboratory to include more global skills that are important to career success are described.Received January 12, 2003; accepted March 7, 2003
Published online July 16, 2003 相似文献
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In the analytical chemistry laboratory, students were divided into the experiment group and the control group. We adopted the mixed teaching mode, which highlighted the designing Bloom's cognitive goals for education, as well as blending the flipped classroom and the problem-oriented teaching for the experiment group to explore an appropriate teaching mode, aiming at fostering the ability of lifelong learning mainly based on the self-regulated learning. By contrast, the traditional teaching mode was used in the control group. At the end of the course, the effect of the mixed teaching mode was evaluated according to interviews, messages on the teaching platform and the unified test. The results showed that the teaching effect of the mixed teaching mode was better. Moreover, all the students of the experiment group preferred the mixed teaching mode. The teaching practice proved that it was favorable for students to set study goals and build the corresponding self-regulated learning strategies. 相似文献
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Instrumental analysis is the eyes of all research fields. The instrumental analysis course is one of the main courses of university chemistry, and the learning of instrumental analysis course is related to the final output of all chemical disciplines. As an important part of effective teaching and learning, the assessment and feedback can not only evaluate the efficiency, but also guide how to improve teaching and learning. At present, the teaching and learning efficiency of instrumental analysis course is mainly evaluated by homework, classroom quizzes, mid-term and final exam results. The current assessment of instrumental analysis course has the problems of limited forms, the delayed feedback, and the poor interaction of "teaching" and "learning". This paper briefly introduces the reform and practice of effective assessment and feedback in instrumental analysis teaching of Boling class of Nankai University, mainly including three aspects: (1) strengthen the process feedback and let students summarize the points and rules; (2) let students become the center of effective assessment; and (3) carry out the item evaluation of literature reading. 相似文献