University Chemistry

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A New Vision for Fundamental Chemistry Laboratory Teaching: Re-Examine the Nature of Laboratory Teaching

Changsheng Lu, Fengbin Wang, Bin Liu, Xiaocong Tian, Haifeng Ma   

  1. National Demonstration Center for Experimental Chemistry Education (Nanjing University), Nanjing 210023, China
  • Received:2021-03-18 Accepted:2021-04-07 Published:2021-04-12
  • Contact: Changsheng Lu E-mail:luchsh@nju.edu.cn

Abstract: In the past two decades, fundamental chemistry laboratory teaching courses in Chinese universities and colleges have experienced series of alterations and reform, not only in philosophies, contents, and teaching standards, but also in organizations and evaluations. Facing the new historical opportunities and times, it’s necessary for us to deeply understand and clarify the nature and role of basic chemistry laboratory teaching during the stage of undergraduates. We neither can look down on their course positions in the teaching program, nor can overstate their roles in the training program. The real effects of basic laboratory teaching must be revealed as it should be, which have play an irreplaceable role in transmission of the Third Kind of Knowledge as well as in cultivating the metacognition. Only in this way can we be far away from negligence and confusion during the teaching reformation tides.

Key words: Laboratory teaching, The Third Kind of Knowledge, Metacognition, Teaching idea, Teaching reform

MSC2000: 

  • G642.0