大学化学 >> 2021, Vol. 36 >> Issue (7): 2102005.doi: 10.3866/PKU.DXHX202102005

所属专题: 教学理念和方法改革

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翻转课堂模式在有机化学实验教学中的探索与实践

佘能芳(), 曾春锋, 张栩晨, 曹云凤, 张颖颖, 余广鳌, 原弘   

  • 收稿日期:2021-02-02 录用日期:2021-03-29 发布日期:2021-04-14
  • 通讯作者: 佘能芳 E-mail:nfshe@mail.ccnu.edu.cn
  • 作者简介:佘能芳,Email: nfshe@mail.ccnu.edu.cn
  • 基金资助:
    华中师范大学教学研究项目(2018065)

Exploration and Practice of the Flipped Classroom Mode in the Teaching of Organic Chemistry Experiments

Nengfang She(), Chunfeng Zeng, Xuchen Zhang, Yunfeng Cao, Yingying Zhang, Guangao Yu, Hong Yuan   

  • Received:2021-02-02 Accepted:2021-03-29 Published:2021-04-14
  • Contact: Nengfang She E-mail:nfshe@mail.ccnu.edu.cn

摘要:

针对当前有机化学实验课程存在重讲授轻实验、重验证轻探究、重结果轻过程等弊端,学生积极性和主动性受抑制等问题,我们将翻转课堂模式应用于有机化学实验的教学中进行探索和实践。改变课前和课中学习方式,课前通过信息技术手段完成知识传授过程,课中师生研讨完成知识内化过程,将教学模式从“以教为主”转变为“以学为主”,提高了学生的学习积极性、课堂参与度,培养了学生的自主学习、团队协作、表达交流等能力。我们发现翻转课堂模式下,学生在实验操作失败率、实验产物收率、实验报告质量、理论考试成绩等实验课程综合能力上获得提高,有机化学实验课程教学质量得到进一步提升。

关键词: 翻转课堂, 有机化学实验, 自主学习, 课堂参与

Abstract:

Based on the common problems in the current organic chemistry experiments course, such as emphasizing teaching over experiment, emphasizing verification over exploration, emphasizing results over process, the enthusiasm and initiative of students are inhibited. The flipped classroom mode was applied to the teaching of organic chemistry experiments for exploration and practice. By means of the new mode, both the pre-class and in-class learning methods were changed. Before the class, information technology was employed to complete the knowledge transfer process; during the class, the teacher-student discussion was applied to achieve the knowledge internalization process. In this way, the teaching mode was changed from "teaching-based" to "learning-based", which improved students' learning enthusiasm and classroom participation, and developed students' competence in independent learning, teamwork and communication. In addition, the flipped classroom mode turned out to improve students' comprehensive abilities in the course from the aspects of experiment operation failure rate, experimental product yield, experimental report quality, and theoretical examination results, so as to improve the teaching quality of the organic chemistry experiments course.

Key words: Flipped classroom, Organic chemistry experiments, Autonomous learning, Classroom participation

MSC2000: 

  • G64