以学生为中心的递进式“精细化工”实验教学
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摘要
针对学生实验课积极性不高、实验教学效果不理想的问题,对一门选修课"精细化工"的实验进行了重新思考和设计,让学生参与从实验具体内容制定、操作到结果讨论的整个过程,并首次以"递进式"实验的方式由学生参与第2次实验(基于前一个实验的改进和完善),使学生了解理论知识转化为可行实验方案的具体做法,切身体会在实验原理相同的情况下,实验方案的细微调整对实验结果的巨大影响。结果表明,这种"以学生为中心"的改进能让学生注重实验细节,同时关注实验失败的原因,并在第2次实验中及时修正。这为学生实验综合素质的培养提供了一种教学思路。
The experiments of an elective chemicals course"Fin chemicals"are re-examined and redesigned because of the poor enthusiasm of the students during their experiments,which makes the teaching results unsatisfactory.To make students understand the way of a theory being converted into a feasible implementation plan,the students are needed to take part in the whole process of the redesigned experiments,which includes the content development,experiment operation and the result discussion.The students are required to participate in the second experiment in a progressive style,which is a chance to make up for the deficiency in their first experiment and to understand the huge impact of tiny changes in a process to the experiment result.It shows the student-centered adjustment can make the students care about the details during experiment and follow the reason of experiment failure,which helps them to correct their errors timely in the second trial.This exploration on experimental teaching provides a way to the cultivation of students' comprehensive quality.
The experiments of an elective chemicals course"Fin chemicals"are re-examined and redesigned because of the poor enthusiasm of the students during their experiments,which makes the teaching results unsatisfactory.To make students understand the way of a theory being converted into a feasible implementation plan,the students are needed to take part in the whole process of the redesigned experiments,which includes the content development,experiment operation and the result discussion.The students are required to participate in the second experiment in a progressive style,which is a chance to make up for the deficiency in their first experiment and to understand the huge impact of tiny changes in a process to the experiment result.It shows the student-centered adjustment can make the students care about the details during experiment and follow the reason of experiment failure,which helps them to correct their errors timely in the second trial.This exploration on experimental teaching provides a way to the cultivation of students' comprehensive quality.
引文
[1]刘冰,金娟,祝丽荔,等.化学教育,2016,37(2):24-28
[2]徐曾春,胡平.中国大学教学,2015(10):82-85
[3]王彦沙,刘松艳.大学化学,2016,31(4):17-21
[4]曾平莉,王东.化学教育,2016,37(18):52-55
[5]戴克林.实验技术与管理,2014,31(7):32-35
[6]吕占霞,贺维军,高珍,等.大学化学,2011,26(1):14-15,28
[7]熊宏齐.实验技术与管理,2013,30(1):1-4,7
[8]唐力.实验技术与管理,2013,30(3):155-156,174
[9]梁华,柯改利.化学教育(中英文),2017,38(12):22-25
[10]戴可,梁华.大学化学,2016,31(5):19-22
[2]徐曾春,胡平.中国大学教学,2015(10):82-85
[3]王彦沙,刘松艳.大学化学,2016,31(4):17-21
[4]曾平莉,王东.化学教育,2016,37(18):52-55
[5]戴克林.实验技术与管理,2014,31(7):32-35
[6]吕占霞,贺维军,高珍,等.大学化学,2011,26(1):14-15,28
[7]熊宏齐.实验技术与管理,2013,30(1):1-4,7
[8]唐力.实验技术与管理,2013,30(3):155-156,174
[9]梁华,柯改利.化学教育(中英文),2017,38(12):22-25
[10]戴可,梁华.大学化学,2016,31(5):19-22