基于工作过程的《仪器分析》课程的课堂教学设计
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摘要
以工作过程系统化为导向,对《仪器分析》课程的知识结构进行了重构。教学的目标不再是知识的讲授,而是解决实际问题为主。通过问题引入和推进式教学,引导学生培养分析问题的能力,教、学、做相结合,理论与实践一体化,实现由工作过程向教学过程的转化。以实际案例为出发点,选择性调整授课内容,结合新网路平台,构建了课堂教学设计的模式。
Based on work process,the reconstruction of Instrument Analysis was achieved by the series of teaching reform. The aim of teaching was not teaching easily,but the system of solving the problems. Through the implement of the leading of problem and advance teaching,the ability of analytical problem and addressing issues was promoted,and organic binding among teaching,studying and doing was formed effectively. The working process was changed to the teaching activity. Started from the actual cases,the teaching content was modified selectively to the working process.Moreover,the new network platform was employed to construct the teaching plan.
Based on work process,the reconstruction of Instrument Analysis was achieved by the series of teaching reform. The aim of teaching was not teaching easily,but the system of solving the problems. Through the implement of the leading of problem and advance teaching,the ability of analytical problem and addressing issues was promoted,and organic binding among teaching,studying and doing was formed effectively. The working process was changed to the teaching activity. Started from the actual cases,the teaching content was modified selectively to the working process.Moreover,the new network platform was employed to construct the teaching plan.
引文
[1]王霆,张锋,李暐,等.基于不同专业背景的仪器分析教学改革初探[J].化学教育(中英文),2014,35(2):41-43.
[2]金惠玉,张筠.应用型本科院校仪器分析课程改革的探讨[J].中国科教创新导刊,2014(11):19-19.
[3]郭玲玲,相玉秀,陈景鑫.基于工作过程系统化的食品检测课程群建设探究[J].齐齐哈尔工程学院学报,2017(1):19-21.
[4]崔丽丽.基于工作过程导向的动漫设计专业课程开发[J].才智,2013(6):117.
[5]葛维娟,方欢乐,许乐.基于工作过程的药学专业《无机及分析化学》课程设计与实施[J].才智,2018(14):10-12.
[6]周芳.基于工作过程系统化的西方经济学课程设计研究[J].陕西教育(高教),2017(12):26-26.
[7]张六一,饶通德,冉谷,等.环境科学仪器分析实验项目驱动教学改革研究[J].广州化工,2018(6):131-133.
[8]康超.在仪器分析课程中构建定量分析理论框架的教学改革[J].高教学刊,2018(3):77-79.
[9]张永花,刘献明.基于创新能力培养的仪器分析教学改革的一些思考[J].广州化工,2018(5):154-155.
[10]李轶,李传玺,谢嘉维,等.区分化学分析法与仪器分析法适用性的实践教学探索[J].化学教育(中英文),2018(6):74-77.
[11]高晓慧,刘浩然.同伴教育在仪器分析实验教学中的应用与思考[J].大学化学,2018,33(3):42-44.
[2]金惠玉,张筠.应用型本科院校仪器分析课程改革的探讨[J].中国科教创新导刊,2014(11):19-19.
[3]郭玲玲,相玉秀,陈景鑫.基于工作过程系统化的食品检测课程群建设探究[J].齐齐哈尔工程学院学报,2017(1):19-21.
[4]崔丽丽.基于工作过程导向的动漫设计专业课程开发[J].才智,2013(6):117.
[5]葛维娟,方欢乐,许乐.基于工作过程的药学专业《无机及分析化学》课程设计与实施[J].才智,2018(14):10-12.
[6]周芳.基于工作过程系统化的西方经济学课程设计研究[J].陕西教育(高教),2017(12):26-26.
[7]张六一,饶通德,冉谷,等.环境科学仪器分析实验项目驱动教学改革研究[J].广州化工,2018(6):131-133.
[8]康超.在仪器分析课程中构建定量分析理论框架的教学改革[J].高教学刊,2018(3):77-79.
[9]张永花,刘献明.基于创新能力培养的仪器分析教学改革的一些思考[J].广州化工,2018(5):154-155.
[10]李轶,李传玺,谢嘉维,等.区分化学分析法与仪器分析法适用性的实践教学探索[J].化学教育(中英文),2018(6):74-77.
[11]高晓慧,刘浩然.同伴教育在仪器分析实验教学中的应用与思考[J].大学化学,2018,33(3):42-44.