苯甲酸、对甲苯胺、乙酰苯胺三组分分离实验教学设计

分离提纯是有机合成中关键的实验步骤,反应后处理这部分的工作内容要占到90%的工作量。为提高学生从混合物中分离目标化合物的实验技能,进一步锻炼学生综合运用萃取、蒸馏、重结晶等纯化实验操作,中南大学化学化工学院有机化学教学组在有机化学实验教学中安排了"三组分混合物分离"实验,面向的学生为医学临床五年制和八年制、化学化工学院的制药工程及应用化学专业。本文详细探讨了该实验的酸、碱分离两种教学方案,对先加酸分离得到的三个组分进行了1H NMR测试。从两个方案的实验教学效果来看,先加酸或先加碱对实验结果没有影响。     

元素化学课堂教学的设计：碳的结构与性能及其应用

以"碳的结构与性能及其应用"为例说明元素化学课堂教学中的方法,引导学生在复习碳元素的结构与性质的基础上,组织学生开展课堂讨论,引导学生对不断涌现的新型碳材料的关注和兴趣。同时,分组讨论碳氧化物的结构与化学性质之间关系及其有效利用,即模拟光合作用实现CO2的光催化还原和基于费托合成实现CO为原料制备燃料,鼓励和推进学生开展碳材料及其应用的本科生科研训练,实现课堂知识与科学研究衔接。     

从核磁共振的化学位移探讨取代苯亲电取代反应的活性和区域选择性

亲电取代反应是一类基本的有机反应,其中以苯环上的亲电取代反应最常见。该反应的反应活性及反应的位点与苯环上已有的取代基有很大的关系。本文从波谱学的角度,利用核磁数据,阐述了已有的取代基如何影响苯环的电子云密度,进而影响苯环亲电取代反应的活性和取代的位置。本文视角新颖,将对学生的学习及科研产生启发。     

基于“超星泛雅平台+学习通”快速完善课程的技巧和实践

Due to COVID-19, all the universities in China has postponed their spring semester. The Ministry of Education issued a call "suspending classes without stopping learning" to require universities to carry out online teaching actively. Up to now, Online teaching has been implemented for nearly eight weeks, and teachers are familiar with online teaching methods. Then, how to hold online courses efficiently and refine course resources have become the main tasks for teachers. This paper elaborates on the practice and skills of rapid improvement of online course and interactive teaching based on "Chaoxing fanya platform and Xuexitong". Using these skills can not only reduce the workload of teachers, but also build high-quality online courses to ensure teaching quality and objectives. This paper could provide a reference for college teachers to implement online teaching efficiently.     

UOOC平台与腾讯课堂相结合的“在线异步教学”

The COVID-19 broke out on a large scale, and online teaching became the first choice for teachers. Avoiding network congestion and ensuring learning effects are the dilemmas faced by online teaching. With the help of the UOOC platform and the Tencent Classroom, taking the "Polymer Structure and Performance" course as a sample, we suggested a new "online asynchronous teaching" model. Among them, the SPOC course is convenient for students to manage their learning time; "Chapter Quiz" and "Student-to-Student Mutual Evaluation" are helpful for students to obtain multi-angle feedback; project tasks are focused on case analysis so that students carry out inquiry-based learning. Overall, the "online asynchronous teaching" model breaks the time and space restrictions on teaching and learning, guarantees the quality of teaching during the epidemic, and lays the foundation for creating a "golden class".     

“课前六备、课中六讲、课后六辅”在线课程混合式教学模式研究与实践——以基于“雨课堂+钉钉直播”的中等无机化学课程为例

Taking the online teaching of "inorganic chemistry" course at Dezhou University as an example, the "six steps before class, six steps in class, six steps after class" online course teaching model based on "Rain Class + Dingding Live" and an online "short class" were constructed. The main content and implementation methods of teaching design, teaching process, teaching effect, teaching reflection, teaching evaluation in online course teaching were discussed. It has been proved in practice that this model can effectively improve students' learning interest and enhance teaching effects.     

非化学专业有机化学实验教学中对学生科研思维的培养

研究型大学对学生科研思维的培养至关重要,有机化学实验作为近化学专业类学生重要的基础实验课程,对学生操作技能、创新能力和科研思维培养有重要作用。本文以非化学专业本科生有机化学实验"大学化学实验(O)"的教学实践为例,从学生学习方式、教师教学方法、实验教学内容设置等方面阐述如何在教学过程中完成对学生科研思维的培养。     

“高分子材料合成创新实验”线上教学探索与实践

Based on the platform of "QQ share screen + video live broadcast", through the combination of "online theory teaching", "development of home alternative experiment", "game type" experimental operation and "virtual simulation experiment", we carried out the online teaching of polymer material synthesis innovation laboratories, integrating "theory + practice" and "virtual + reality", which is also a good opportunity for labor education. These explorations and practices are expected to provide some references for online teaching of chemical laboratory courses during the COVID-19 epidemic.     

化学教育，情暖隆德——厦门大学“化在宁夏”暑期社会实践

2019年7月20日至7月28日,厦门大学"化在宁夏"实践队前往宁夏隆德县进行以教育为主旨的暑期社会实践,其中包含三个具体的实践方向:科普化学知识、帮扶学生学业、增长爱国情怀。     

基于POE教学策略和比较思维的教学——以“碳酸钠和碳酸氢钠的性质”为例

以POE教学策略组织教学,尝试用比较思维方法学习碳酸钠、碳酸氢钠的性质,并设计多组实验比较碳酸钠、碳酸氢钠的结构、性质等,以期学生学会用比较思维和化学科学研究的一般步骤。