化学分析实验课程全英文教学方法研究

化学分析实验是分析化学教学的重要组成内容,是实践分析化学"量"的概念的重要途径。本文探讨了国际化合作办学背景下化学分析实验课程的全英文教学模式与方法,总结了化学分析实验(全英)课程建设过程的经验与不足,展望了化学分析实验全英文教学的前景。     

A web-based course in nuclear and radiochemistry

Over the last six years through a Department of Energy Radiochemistry Education Award Program (REAP) we have developed a completely web-based course in nuclear and radiochemistry given at the University of Texas at Austin. This course has had nuclear and radiation engineering and chemistry graduate students. While the course also has an extensive laboratory component only the lectures are web based. The lectures begin with a historical introduction of radiochemistry followed by two movies on Madame Curie. This is followed by the usual lectures on radioactivity, fundamental properties, radioactive decay, decay modes, and nuclear reactions. As section on radioactive waste management and nuclear fuel cycle is also presented. Lectures in neutron activation analysis, geo- and cosmochemistry, and plutonium chemistry have also been developed. All lectures are in power point with many animations and a significant number of solved problems. All students are required to make a short oral presentation on some aspect of nuclear and radiochemistry in their research or a chosen topic.     

"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。     

Postgraduate education in Analytical Chemistry: an Australian perspective

 Post-graduate education in analytical chemistry in Australian universities does not have a high profile at the national level, yet there is a significant demand from employers for graduates with qualifications in analytical chemistry. To meet this demand, some specialist courses such as Graduate Diplomas and course work Master’s degrees have been established. These courses however have a research component which is less than 50% of the total program. On the other hand, the traditional Master of Science and Doctor of Philosophy degrees are research only degrees and follow on from a fourth year (Honours year) of university study which may or may not have a course work component in analytical chemistry. The absence of course work past Year 4 produces graduates with a high degree of specialisation but with a limited view of the relationship between analytical chemistry and the social and R&D needs which drive research in analytical chemistry. It is argued that there should be a course work component in Years 5, 6 and 7 and that this course work component should address both discipline and general skills issues. Received: 15 January 1996/Accepted: 28 January 1996     

Postgraduate education in Analytical Chemistry: an Australian perspective

 Post-graduate education in analytical chemistry in Australian universities does not have a high profile at the national level, yet there is a significant demand from employers for graduates with qualifications in analytical chemistry. To meet this demand, some specialist courses such as Graduate Diplomas and course work Master’s degrees have been established. These courses however have a research component which is less than 50% of the total program. On the other hand, the traditional Master of Science and Doctor of Philosophy degrees are research only degrees and follow on from a fourth year (Honours year) of university study which may or may not have a course work component in analytical chemistry. The absence of course work past Year 4 produces graduates with a high degree of specialisation but with a limited view of the relationship between analytical chemistry and the social and R&D needs which drive research in analytical chemistry. It is argued that there should be a course work component in Years 5, 6 and 7 and that this course work component should address both discipline and general skills issues. Received: 15 January 1996/Accepted: 28 January 1996     

What Happens When Discovery Laboratories Are Integrated into the Curriculum at a Large Research University?

Traditional laboratories are often based on the hidden assumptions that students can, and indeed should, work alone, and that they can leave the laboratory when they have finished collecting the data or observations. Discovery laboratories provide an alternative to traditional laboratories in which one or more routes are taken by groups of students working toward the discovery of a specific scientific relationship or concept. The discovery laboratories used in this study were developed by colleagues from institutions where faculty teach the laboratory component of the course. The goal of this study was to see what happens when discovery laboratories are integrated into the general chemistry curriculum at a large research university where teaching assistants are in charge of the laboratory sections.For the purpose of this study, we differentiated between a minimal level of success, in which discovery laboratories become an alternative approach to traditional experiments, and a significant level of success, in which they become a preferred approach. Evidence is presented to support the notion that discovery laboratories can be successfully integrated into the curriculum at a large research university, that students in the discovery laboratories believe they had to take responsibility for what happened in the laboratory, that both teaching assistants and the students reacted positively to the discovery laboratories, and that we achieved at least our definition of the minimal level of success.     

问题导向教学法在基础化学分析实验中的应用

将PBL教学法应用于基础化学分析实验课程,详细阐述了PBL实验教学的课程设计理念,课堂实施方案,并归纳总结了课程建设过程的经验与不足。教学实践结果表明,采用PBL法进行化学分析实验教学,使学生成为实验教学过程的主体,可有效提高学生的学习积极性、实验动手能力及张卓旻*,黄路,李攻科*中山大学化学学院,广州510275自主学习能力。     

一种新型有机质子响应荧光分子的合成在实验教学中的设计与探索

本实验将最新的科研热点——有机发光材料引入实验教学,开发了基于一个荧光分子二甲氨基苯乙烯基苯并噁唑的合成实验,并考查了其质子响应性质。本实验反应温和易控,操作简单,现象明显,绿色环保,并且可以用于模块化教学,拆分成多个环节实验,适合不同学时的实验教学要求,既可培养学生的基本操作,又能激发学生的实验兴趣,锻炼学生的综合能力。     

有机化学实验教学中学生科学探究能力的培养

The ability of scientific inquiry is one of the important abilities of undergraduate students. We have been thinking and exploring to cultivate students' scientific research ability in the course of laboratory teaching. In recent years, we had carried out persistently reform and practice to the laboratory teaching content and the teaching method in organic chemistry, for example, introduction to the frontier of scientific research, exploring the abnormal phenomena of the experiment, organization of experiment discussion, and carrying out the extracurricular research experiments. The above measures can greatly stimulate the students' interest in learning. Their abilities to think, observe, analyze and solve problems were fully developed. The students' ability of scientific inquiry had been cultivated in multiple aspects. The above measures have effectively promoted the improvement of teaching quality of organic chemistry laboratory course, and also supported the training objectives of high-quality innovative talents in chemistry.     

大学有机化学实验课程中的思政案例设计

为充分挖掘有机化学实验课程中的思政元素,发挥专业课程在立德树人方面的重要作用,我们对部分有机化学教学实验的教学理念和教学内容进行了改革和探索。构建了以有机化学实验知识为主体,以中华传统文化、有机化学中的励志故事、日常生活中的有机化学等人文素材为主导的有机化学实验课程的思政教学体系,本文主要对课程思政的设计理念和具体案例进行了介绍。     

线上线下混合式-六环节实验教学实践与探索——以化学生物学实验"基于生物正交反应的蛋白质标记"为例

化学生物学综合实验是针对化学生物学专业高年级本科生开设的一门衔接本科-硕士教学的综合性实验课程。本文以“基于生物正交反应的蛋白质标记”科研融合型实验为例,结合化学生物学学科特点,将实验教学内容模块化,探索设计线上线下混合式-六环节教学方式,应用于本科生综合实验教学。经实践取得良好的教学效果,为综合型实验课程教学提供了参考与借鉴。     

“三三制”人才培养模式下化学实验教学改革的探索与实践

南京大学国家级化学实验教学示范中心基于"三三制"本科人才培养理念,对化学实验教学进行了改革,完善了"专业学术类"人才培养的实验课程,加强了"交叉复合类"实验课程建设,探索了"就业创业类"人才培养的实验课程及平台建设,取得了显著的建设成效。     

管理学原理在高校化学实验课中的应用

介绍高校化学实验课的总体目标、现状和问题，并针对现状和存在的问题，将管理学原理应用于高校化学实验课教学，以辅助提高教学效果。     

物理化学理论与实验教学内容更新与教学模式改革——物理化学教学研究会第五次会议纪要

物理化学教学研究会第五次会议以物理化学及物理化学实验"金课"建设的思路与举措为主题,围绕物理化学教学内容更新、物理化学课程思政建设和学科思维教育、物理化学实验创新设计三个方面展开研讨。相关讨论对今后物理化学课程和实验教学内容更新和教学模式改革具有一定的指导意义。     

无机化学实验中探究性教学的探索

在引入一些重要知识点时,教师通过提问、设计相关情景、设置悬念等方法,让学生自己设计并实施实验,在实验过程及结果中得到活的知识。应用在实验中得出的知识,解决一些问题,在整个过程中完善知识的构建。     

The Teaching/Learning Process in Analytical Chemistry

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     

药学专业化学实验课程教学改革

以药学专业化学类基础课程的主要内容为基础,以药学类专业的实用发展为指导方向,对实验教学基本内容的整合与实验课程体系的重新构建进行了研究与探讨。     

The current status and future of medical laboratory quality regulation and accreditation in Ghana

High-quality and reliable laboratory services are important components of effective and well-functioning health systems. Accurate, reliable and timely medical laboratory testing is crucial to patient care and disease surveillance. Unfortunately, in many sub-Saharan African countries, medical laboratory systems are adversely affected by the unavailability of medical laboratories, poor laboratory infrastructure and lack of well-trained personnel [1]. Quality in the laboratory is only achieved in a systematic way through the implementation of a quality management system. The results of the study showed that approximately 60?% of the 78 respondents were unaware of the requirements of ISO 15189:2007. A trial of proficiency testing, termed ??blind proficiency testing??, was carried out in which 19 laboratories determined the concentrations of urea and cholesterol in a proficiency testing material. Of the 19 laboratories that determined the concentration of urea, 63?% produced satisfactory results with scores between ?2 and +2. Similarly, 63?% of the participating laboratories obtained satisfactory z scores for cholesterol determination. Some of the laboratories that obtained satisfactory scores for urea determination had unsatisfactory scores for cholesterol determination and vice versa. It is recommended that the Ghanaian government pass a law and establish a standard to regulate medical laboratories in Ghana in order to improve quality in a significant way.     

比较教学法在仪器分析实验教学中的应用

仪器分析实验是化学及相关专业的重要实验课程。结合课程特点和培养目标,提出了将比较教学法融入课堂的教学方法,指出了意义和作用,介绍了教学中开展比较教学的实践与应用。该方法加强了学生对仪器功能特点的掌握,激发其实验兴趣和创新精神,学生的认知能力在比较过程中不断建构、丰富、提高和发展,取得了较好的效果。     

无机化学实验成绩评价标准与考核方式初探

根据我院实际情况,对无机化学实验考核方式进行了探讨,将实验教学考核成绩分成平时成绩、阶段成绩和结课成绩三个部分,建立了注重实验结果的同时更注重实验过程及实验技能的考核体系。