大学化学 >> 2018, Vol. 33 >> Issue (3): 11-16.doi: 10.3866/PKU.DXHX201709044

教学研究与改革 上一篇    下一篇

SPOC模式下无机与分析化学课程教学实践

李银环,和玲*(),梁军艳,杨晓龙,吴宥伸   

  • 收稿日期:2017-09-29 发布日期:2018-03-13
  • 通讯作者: 和玲 E-mail:heling@xjtu.edu.cn
  • 基金资助:
    西安交通大学2016年本科教学改革研究项目(在线课程专项)(1604);西安交通大学七门基础课程质量建设本科教学改革研究项目(1602Z-03)

Teaching Practice of SPOC Teaching in Inorganic and Analytical Chemistry

Yinhuan LI,Ling HE*(),Junyan LIANG,Xiaolong YANG,Youshen WU   

  • Received:2017-09-29 Published:2018-03-13
  • Contact: Ling HE E-mail:heling@xjtu.edu.cn
  • Supported by:
    西安交通大学2016年本科教学改革研究项目(在线课程专项)(1604);西安交通大学七门基础课程质量建设本科教学改革研究项目(1602Z-03)

摘要:

以无机与分析化学课程教学为例,探讨了SPOC混合教学模式下提高学生知识与能力的有效途径。在该课程教学中的应用和考核评价中,采用课堂教学与在线自主学习相结合的教学方式,实现了以能力培养为目标的本科教育模式的"三个转变":(1)以教为主向以学为主的转变;(2)以课堂教学为主向课内课外结合为主的转变;(3)以结果评价为主向以结果与过程评价相结合为主的转变。有效地提高了教学质量,突出地解决了目前高等院校本科教育模式面临的学生学习主动性差、参与度少的问题。

关键词: 无机与分析化学, SPOC混合教学模式, 学生学习能力

Abstract:

The effective ways in the SPOC mixed teaching mode are discussed to improve students' knowledge and ability in the course of "inorganic and analytical chemistry". The teaching mode, by combination of classroom teaching with online self-learning, was implemented in the teaching and assessment of evaluation. Three changes are acquired in the ability to cultivate the goal of the undergraduate education model, including (1) from the "teacher-centered model" to "student-centered model", (2) from "classroom teaching" to "curricular-extracurricular mixed teaching", and (3) from "results evaluation" to "results-process evaluation". These practices effectively improve the quality of teaching, and greatly solve the problem of poor learning initiative and low participation of the students existed in current undergraduate education mode in colleges and universities.

Key words: Inorganic and analytical chemistry, SPOC mixed mode teaching, Student learning ability

MSC2000: 

  • G64