有机化学实验教学中学生科学探究能力的培养
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摘要
科学探究能力是本科学生应具备的重要能力之一。近年来,我们在有机化学实验教学中,对实验教学内容和教学方法进行了改革实践,如介绍科研前沿动态、对实验异常现象进行探究、组织实验研讨、结合所学相关实验开展课外研究性实验等,大大激发了学生的学习兴趣,使学生的思维能力、观察能力、分析问题和解决问题的能力得到全面发展,有效地促进了有机化学实验课教学质量的提高,支撑了高素质化学创新人才培养目标的实现。
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.
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.
引文
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[3]郑小琦,查正根,汪志勇.大学化学,2010,25(6),12.
[4]徐怀春,刘俊,解成骏.大学化学,2016,31(8),13.
[5]陈淼,陈永嘉,丁尔东,戴畅航,房璠,高凯旻,霍佳彤,江晓宇,江子渊,李阳,李智豪,李隗星月,刘子琛,汤天化,王昶,张澍堃,郑辛平,宗家睿,刘硕,李玉新,韩杰.大学化学,2017,32(7),23.
[6]庄媛,刘杰民,姚喆.大学化学,2017,32(7),44.
[7]郑啸,阮永红,周金梅,郑锦丽,姜海容,林敏.大学化学,2017,32(9),10.
[8]李厚金,陈六平.大学化学,2018,33(1),7.
[9]李厚金,赖2),朱可佳,张利,陈六平.大学化学,2017,32(4),21.
[10]李晓洁,李厚金,赖2),朱可佳,李莲云.大学化学,2016,31(5),1.
[11]李厚金,朱可佳,郑赛利,陈六平.大学化学,2014,29(5),75.
[12]李厚金,石建新,邹小勇.基础化学实验.第2版.北京:科学出版社,2015.
[13]李厚金,朱可佳,陈六平.大学化学,2013,28(5),47.
[14]Raja,G.C.E.;Ryu,J.Y.;Lee,J.;Lee,S.Org.Lett.2017,19(24),6606.
[15]Dengale,R.A.;Thorat,N.M.;Thopate,S.R.Lett.Org.Chem.2016,13(10),734.
[16]Liu,R.;Zhang,Y.;Xu,K.;Tan,G.Synthetic Commun.2017,47(1),1.
[17]Stanek,F.;Stodulski,M.Tetrahedron Lett.2016,57(34),3841.
[18]Perez,M.E.;Ruiz,D.M.;Autino,J.C.;Blanco,M.N.;Pizzio,L.R.;Romanelli,G.P.J.Porous Mater.2013,20(6),1433.
[19]Thorat,N.M.;Dengale,R.A.;Thopate,S.R.;Rohokale,S.V.Lett.Org.Chem.2015,12(8),574.
[20]Rjeibi,I.;Ncib,S.;Alimi,H.;Ben Saad,A.;Said,I.;Souid,S.J.Food Biochem.2017,41(3),e12354.