大学化学 >> 2020, Vol. 35 >> Issue (9): 89-95.doi: 10.3866/PKU.DXHX201909023

化学实验 上一篇    下一篇

对“Co2+鉴定”实验的再认识——批判性思维教育的最好案例之一

吕银云, 阮婵姿, 张春艳, 潘蕊, 许振玲, 任艳平()   

  • 收稿日期:2019-09-11 录用日期:2019-10-11 发布日期:2019-11-04
  • 通讯作者: 任艳平 E-mail:ypren@xmu.edu.cn
  • 基金资助:
    2017年福建省本科高校教育教学改革研究项目(FBJG20170295);2017年度厦门大学教学改革研究项目(JG20170204);国家基础科学人才培养基金项目(J1310024)

Reunderstanding of the "Identification of Co2+" Experiment: One of the Best Examples of Critical Thinking Education

Yinyun Lü, Chanzi Ruan, Chunyan Zhang, Rui Pan, Zhenling Xu, Yanping Ren()   

  • Received:2019-09-11 Accepted:2019-10-11 Published:2019-11-04
  • Contact: Yanping Ren E-mail:ypren@xmu.edu.cn

摘要:

以经典的“Co2+鉴定”试管实验为例,主要介绍通过“先做后教、以做定教”实验教学的“翻转课堂”模式,即学生先做实验,具有亲身经历和切身体会后,以“问题”为导向,通过师生和生生边讨论、边演示,以实现对经典“Co2+鉴定”实验的再认识与改进,并以此展现在做“实”基础实验教学过程中如何培养学生“想”的意识和“批判性”思维。

关键词: 实验教学, Co2+鉴定, 再认识, 翻转课堂, 批判性思维

Abstract:

Taking the experiment of the "identification of Co2+" as an example, this article elaborates the flexible application of "flipped classroom" model in the chemical laboratory teaching. Specifically, students do the experiment first and have questions during the experimental process, then the teacher discusses and demonstrates with students base on their questions, leading students to reunderstand the classic experiment of the "identification of Co2+". Thus this article reveals about how to educate students to think and criticize in the teaching process.

Key words: Chemical laboratory teaching, Identification of Co2+, Reunderstanding, Flipped Classroom, Criticizing

MSC2000: 

  • G64