无机化学中拓展知识的教学设计与实践
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摘要
针对大一新生出现的思想松懈、学习积极性差、学习方法转变慢、专业知识缺乏等问题,在无机化学讲授过程中,根据授课内容的特点,将课外拓展知识进行分类处理。结合生产生活实际强化学习兴趣引导;通过实际案例讲授强化知识理解深度;通过实际应用讲授强化知识活用;通过形象比喻讲授强化对枯燥理论知识的理解和记忆;将拓展知识与课堂理论知识有机结合,将理论与实践贯通。
Because of the following problems existing in the learning process of freshmen,such as slack thinking,non-active learning,slow change in learning methods,and lack of professional knowledge,the expanding knowledge is classified according to the characteristics of the teaching content of inorganic chemistry.The guidance of strengthening study interests is strengthen through practical phenomena teaching,and the depth of knowledge understanding is strengthen through practical cases teaching;intensive knowledge is strengthen through practical application teaching,and the understanding and memory of dull theoretical knowledge is strengthen through image metaphor teaching.Expanding knowledge and classroom theoretical knowledge are organically integrated and then theory and practice are connected.
Because of the following problems existing in the learning process of freshmen,such as slack thinking,non-active learning,slow change in learning methods,and lack of professional knowledge,the expanding knowledge is classified according to the characteristics of the teaching content of inorganic chemistry.The guidance of strengthening study interests is strengthen through practical phenomena teaching,and the depth of knowledge understanding is strengthen through practical cases teaching;intensive knowledge is strengthen through practical application teaching,and the understanding and memory of dull theoretical knowledge is strengthen through image metaphor teaching.Expanding knowledge and classroom theoretical knowledge are organically integrated and then theory and practice are connected.
引文
[1]天津大学无机化学教研室.无机化学.4版.北京:高等教育出版社,2010:3
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[6]邓有才,李晓辉,林永耀,等.中国医药导报,2017,14(13):136-139
[7]刘金库,杨小红,卢怡,等.化工高等教育,2015,32(4):79-82
[8]洪志文.化学教育,2014,35(7):31-34
[9]赵培正,赵林治,王建革,等.洛阳师范学院学报,2006,25(5):67-70
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[12]李洋,李培耀,郭兵,等.塑料工业,2015,43(11):93-96
[13]丁邦兵.安顺师范高等专科学校学报,2006,8(2):91-92
[14]黄长水,李玉良.物理化学学报,2016,32(6):1314-1329
[15]夏正才,唐超群,曹霞.材料导报,2000,14(2):49-50
[2]郝洪庆,刘晓红.化学教育,2014,35(8):9-13
[3]李大塘.化学教育,2016,37(14):24-26
[4]王世昌.教育教学论坛,2017(20):228-229
[5]杨风霞,连照勋,王爱荣.化学教育,2011,32(8):28-31
[6]邓有才,李晓辉,林永耀,等.中国医药导报,2017,14(13):136-139
[7]刘金库,杨小红,卢怡,等.化工高等教育,2015,32(4):79-82
[8]洪志文.化学教育,2014,35(7):31-34
[9]赵培正,赵林治,王建革,等.洛阳师范学院学报,2006,25(5):67-70
[10]王琦,刘桂玲.物理与工程,2004,14(6):23-25
[11]张拴珠.长治学院学报,1996(3):18-24
[12]李洋,李培耀,郭兵,等.塑料工业,2015,43(11):93-96
[13]丁邦兵.安顺师范高等专科学校学报,2006,8(2):91-92
[14]黄长水,李玉良.物理化学学报,2016,32(6):1314-1329
[15]夏正才,唐超群,曹霞.材料导报,2000,14(2):49-50