Rearrangement reaction is one of the most important contents in the course of college organic chemistry. These reactions can be found in many chapters, and might be easily forgotten by students in the learning process. Thus, it is of great importance to carry out inductive teaching for relevant contents. Herein, we summarize and analyze in depth the rearrangement reactions involved in college organic chemistry. These analyses at the mechanism level are beneficial for understanding and memorizing of the reactions. In addition, the application of inductive analysis of rearrangement reactions in teaching practice through several cases is also introduced. The results show that this teaching method played an important role in promoting the understanding and mastery of relevant knowledge. Similar method can also be applied to the teaching process toward other systematic knowledge.
Strengthening laboratory teaching is an important way to cultivate students' scientific literacy and comprehensive innovation ability. Taking physical chemistry laboratory as an example, the teaching reform and practice were carried out to solve the problems of writing experimental report. A research paper type experimental report writing format was adopted for undergraduate course teaching, which is helpful for students to understand the whole picture of the experiment, put forward questions, analyze questions and summarize the experiment. The cultivation of students' scientific literacy and comprehensive innovation ability has been achieved throughout each part of the experimental report, which is unified with the actual teaching link. It gives the full play to the synergetic advantages of teacher-led and student-subject, stimulates students' learning enthusiasm and subjective initiative, and is conducive to the cultivation of high-quality talents with comprehensive development of characteristics including morality, intelligence, physique, aesthetics and labor.
A scientific and impartial evaluation method was made according to the characteristics of designing experiments, which examine the students' ability of experimental design ability, experimental operation ability, and ability to analyze and solve problems. The designed experimental assessment can inspire the students' experimental enthusiasm and go-aheadism, enhance their ability to apply knowledge comprehensively to innovate practice and promote their innovative consciousness and practice skills.
In response to the COVID-19 pneumonia epidemic, large-scale online final examinations become a new research focus of teaching research. Taking the course "inorganic chemistry and chemical analysis" as an example, this paper introduces the online examination's design, preparation, implementation and the feedback of the students. It summarizes the experience and gives the new pattern of examinations in order to provide references for the large-scale online examinations of universities.
Combining the characteristics of chemistry practical teaching, this paper analyzes the problems existing in organic chemistry laboratory teaching and discusses how to apply PBL model to organic chemistry laboratory teaching. A new teaching model of "students-oriented, teacher-assisted" could be formed. At the same time, it explores the practical way of integrating course ideology and politics into organic chemistry laboratory. An emerging engineering education system with the concept of "cultivating people with morality" is formed by integrating ideological and political theories into discipline teaching. It is significant to strengthen ideological education and promote the comprehensive reformation of university organization model, discipline structure, talent training mechanism and teacher evaluation mechanism, systematically. A first-class excellent personnel training system will be built by integrating ideological and political elements into the whole process of new engineering ideas.
In order to solve the issues of traditional experimental teaching methods, the student-centered and blended learning mode was put forward by using instrumental analysis experiment as an example. The hierarchical teaching education mode was carried out to meet the needs of personalized training. Based on the online learning platform of Daxia School, online and offline linked learning activities can effectively stimulate the students' interest and initiative in learning. This guides students to internalize knowledge and cultivates their high-level thinking and comprehensive ability of analyzing and solving problems, benefiting the all-round development of the students.
This article analyzed the pros and cons of the online examination of organic chemistry. During the spring semester of 2020, the teaching team carefully designed test papers and test methods to control the difficulty of test, thereby reducing the possibility of cheating, and successfully completing the online test. This article will provide a reference for the future online examination of organic chemistry courses.
In the course of COVID-19 epidemic, online teaching exploration was carried out using Tencent Meeting software. The lecture notes were prepared before class in the form of audio courseware for live online teaching of two parallel classes with different schedule. This practice has shown that, such a teaching approach has the advantage of avoiding a slip of the tongue by the lecturer, performing effective teacher-student interactions, minimizing the loss by occasional student absence and enhancing the teaching quality. On the assumption that the epidemic situation becomes constant reality, this teaching practice has provided valuable guidance for a pluralistic teaching in combination of online and offline technique.
This paper introduced the practices we have tried in teaching analytical chemistry classical contents to guide undergraduates to understand the frontier fields and innovative achievements of analytical chemistry, inspire their innovation thinking and cultivate their innovation ability. It is expounded that the classical contents of analytical chemistry are the source of cultivating the innovative ability of undergraduates. And the importance of mastering and in-depth understanding of the classical content of analytical chemistry for cultivating the innovation ability of undergraduates was also illuminated.
Aiming at common problems of classes instructed in English, we propose a new design method by referencing the Bachman communicative language ability model, based on the author's practice and thinking in recent years. Active communication and feedback in class are the keys to effective teaching. In view of this, we should pay special attention to five elements in English-based class: professional knowledge, language knowledge, strategic ability, language environment and personal characteristics. Therefore, we need to redesign the teaching method and strategies from these five aspects. At the same time, teachers must realize that the two dimensions of professional knowledge and language ability should be mutually supportive. Our practice shows that the new mode can significantly improve the teaching quality and curriculum satisfaction by activating the classroom atmosphere, promoting positive motivation, timely feedback and active learning.
In response to the 2019-novel coronavirus pneumonia epidemic, teachers of the Chemical Experiment Teaching Center of the University of Science and Technology of China are actively exploring effective online teaching methods through self-developed instrumental virtual simulation software and online interactive classroom to provide a good learning experience for students who are studying at home. After the students returning to school, offline experiments were carried out. Taking gas chromatography experiment as an example, this paper puts forward some practice and thinking in the process of online and offline teaching.
This paper introduces the teaching reform based on "supramolecular chemistry course" at Henan Polytechnic University. Based on "student-foremost class" teaching ideas, this teaching reform involves three aspects, teaching contents, teaching methods and unique experimental teaching. Thus, a new mode of "fifty-fifty class" of "supramolecular chemistry course" was constructed, which motivated students to take the challenging learning, fully trained the learning ability, integrating resource ability, and communication skills of students, and synchronously improved quality, ability, and knowledge level of the senior undergraduates. This teaching reform has achieved good teaching effects.
Flipped classroom as a kind of teaching method advocating active learning, has been widely welcomed as an online-offline hybrid learning method. Flipped classroom mainly includes two sections including students' Online autonomous learning away from the classroom and interactive learning activities in classroom based on encouraging problem-solving and experiential learning. In this paper, flipped classroom teaching method and traditional teaching method were used to carry out inorganic and analytical chemistry course for freshmen majored in biology. Additionally, SPSS was used to analyze students' performance and satisfaction with flipped classroom teaching method. The results show that students are actively participated in the flipped classroom teaching, the overall performance has been significantly improved, and students' satisfaction with the flipped classroom teaching method is higher. Thus, the flipped classroom teaching method has certain advantages over the traditional teaching method.
Talent training is the main responsibility of colleges and universities. Teaching and education accepted at the undergraduate stage is crucial to the cultivation of innovative talents. Experimental teaching is one of the important links to improve the innovative ability of undergraduates in scientific research and to cultivate practical personnel. This paper systematically introduces how to apply the four-step teaching pedagogy based on "supporting-pulling-leading-releasing" to the multi-level analytical chemistry experiment course teaching so as to train students' comprehensive experimental skills at discovering, analyzing and solving problems step by step, and thus cultivating students' innovative perception and ability. The final goal of teaching knowledge and skills as well as training innovative research quality is achieved.
During the outbreak of COVID-19, online teaching has become popular. Inorganic chemistry laboratory course was chosen as an example to explore the online teaching of practical courses. With the help of the virtual simulation platform and videos of experiments, the efficient online inorganic chemistry laboratory classroom was built based on Tencent Meeting, Rain Classroom and WeChat. Taking the experiment of "the synthesis of Cr(Ⅲ) complexes and the determination of splitting energy" as an example to introduce the teaching process.
The content of polymer chemistry itself is complicated, which involves many concepts, principles and formulas. It is complicated and difficult for students to understand comprehensively. This paper analyzes the advantages and application value of mind mapping for teachers and students, and combines the mind mapping with the course learning of polymer chemistry to solve various problems in the teaching process, which is helpful for students to build a complete knowledge framework of polymer chemistry and achieve good teaching results.
In order to realize the organic integration of course ideology and politics into the physical chemistry experiment teaching, a more effective laboratory teaching mode of "student-centeredness" is implemented. In this study, based on the concept of course ideology and politics and the teaching objectives of physical chemistry experiment, we encourage and cultivate the students to explore ideological and political elements with more initiative and enthusiasm. The teacher guides the students to expound the ideological and political content in class and summarize the ideological and political content in the report, which strengthens the interaction between teachers and students. It can provide a reference for the teaching reform of course ideology and politics in related experimental courses.
Our analytical chemistry course team has successfully implemented the "XXT Full Online" teaching model in an analytical chemistry course using the Xueyin online platform, Xuexitong, Tencent meetings. This teaching mode not only gives full play to existing online course resources, but also supports a variety of teaching activities. Overall, the "XXT Full Online" teaching model breaks the time and space restrictions on teaching and learning, guaranteeing the quality of teaching during the epidemic. It also may serve as a reference for the effective implementation of online teaching.
The test mode of analytical chemistry experiment was reformed in order to play a better role of test scores in the performance evaluation of analytical chemistry experiment. High quality test questions database was established according to the objectives and characteristics of course. The online examination was conducted on internet online examination platform. Compared with the traditional analytical chemistry experiment written test mode, analytical chemistry experiment online examination has the advantage of simplicity and efficiency.
Constructivism emphasizes learners' initiative, and situational teaching is an important means to realize knowledge construction. "The Belt and Road" as the top-level cooperation initiative to promote the construction of the community of human destiny is a new path of global governance, also could be the core knowledge of the chemistry and society course. Based on the Belt and Road initiative, this work applies the situational teaching model guided by constructivism theory to explore the integration of chemical and social relations between the construction of China Pakistan Economic Corridor, global warming, the ice silk road, the denuclearization of the Korean peninsula, and the construction of Northeast Asia Economic Community into a complete and constructed knowledge and ideology system, and promote the chemistry and society curriculum.
With the rapid development of MOOC, blended teaching has become the main trend of teaching development. At present, major colleges and universities are actively promoting teaching reform and improving teaching quality with the goal of creating a "golden course". In the context of "golden course", the author combines the MOOC platform and self-built WeChat official account to arrange progressive tasks from simple to complex before, during and after class. Based on the task-driven teaching, students' studying enthusiasm is mobilized. Based on the reflection on students' feedback in the previous learning task, the upcoming task is designed and adjusted, presenting a dynamic teaching design. The "Progressive Dynamic Teaching" model is demonstrated through teaching cases, and the specific process of optimizing teaching is explained. The practical results prove that this task-driven progressive dynamic teaching helps to improve students' studying willingness and satisfactory teaching results can be obtained.
In the context of the reduction of lecture hours of inorganic chemistry, the teaching content of inorganic chemistry was adjusted, broadened, and deepened based on comprehensive considerations of the curriculum reform in China's high schools and the problem currently encountered by inorganic chemistry teaching. Simultaneously, based on the OBE concept, with the goal of cultivating students' abilities of independent learning, problem-solving, and innovation, several teaching methods including modularization teaching, hierarchical teaching, and seminar-style teaching were explored. An educational concept of integrating knowledge with ability was formed.
Determination of chemical reaction rate and activated energy is a traditional college chemistry experiment, which includes lots of theories, data treatment and graphic plotting. In order to shorten the lecture time, make students understand the theories well and master the computer technology of data treatment and graphing, an online and offline teaching model was applied. This model has gained the approval from the students and teachers, improved the teaching qualities, and achieved good results.
In order to achieve the purpose of student-centered, based on teaching content rearrange, information platform, and multi-dimensional assessment system, we implemented blended learning model including flipped classroom, top seminar, and interesting experiment. The blended learning model was helpful to improve individualized learning, initiative of learning, and learning motivation, and to cultivate students in aspects of knowledge, ability and quality.
Taking the crystal structure part of inorganic chemistry course as an example, this paper puts forward some practices for online teaching, hoping to provide references for the effective implementation of online teaching.
Under the guidance of the concept of constructional thought, this paper attempts to reform and innovate the courses of "inorganic and analytical chemistry" and "basic chemistry laboratory" through the combination of micro-lectures, QQ curriculum groups and students' mutual learning groups. It makes up for the shortcomings in the current teaching processes, and makes it more conveniently for students to understand the theoretical knowledge and master the principle through the "intuitive" micro-lectures. The practice shows that good results in teaching have been achieved from these two courses, which will contribute to accumulating experience for further deepening teaching reform in the future.
In order to improve the teaching effect of physical chemistry experiments, the principle and operation of physical chemistry experiments were videoed, and online/offline mixed teaching was carried out based on SPOC and MOOC Classroom of the course platform. Results show that mixed teaching improves students' enthusiasm, enhances learning effects, and promote mutual communication between teachers and students, which can further cultivate students' comprehensive ability and stimulate students' creative thinking.
Nuclear Magnetic Resonance (NMR) plays an important role in the structure identification and kinetics research of compounds. It is an important instrumental analysis method, but also an indispensable content in the university instrumental analysis laboratory course. With the help of modern educational means, learning time has been expanded, an effective teaching design of NMR experiment project classroom teaching is carried out, and a new teaching mode in the Internet era is constructed.
Based on the measurements of polymer molecular weight by viscosity method in physical chemistry laboratory, the teaching design and practice based on flipped classroom is introduced. The design process includes analysis of students, teaching materials, laboratory teaching goals, preparing micro lessons and organizing the class and teaching evaluation. Finally, this teaching mode is comprehensively evaluated based on the practice and statistical hypothesis testing.
By discussing the basic knowledge in two selected frontier research work, this paper illustrates the synergistic effect between basic knowledge and frontier research in inorganic chemistry teaching.
Argumentation is a kind of teaching mode which can increase students' learning initiative and improve teaching effects. In view of the current situations that teachers dominate the implementation of the course of "chemistry pedagogy" in normal universities, and the lack of students' participation in classroom, the argumentation tasks were carefully designed and implemented based on three aspects of pre-class preparation, classroom argumentation, and after-class reflection and evaluation. According to the analysis of the students' written argumentation revisions and students' performances during the final exam of the course, it could be concluded that the implementation of argumentation was of great values in improving the teaching effects of the course of "chemistry pedagogy", especially in improving normal school students' understanding of chemical education theoretical issues.
The primary task of improving the teaching quality for inorganic chemistry is to enhance students' interest. In this paper, some theoretical knowledge of inorganic chemistry related to life phenomena and scientific research progress are introduced, and the implementation process is briefly described. The students' interest can be effectively enhanced, and their knowledge fields can be broadened by the introduction of these contents. As a result, the teaching effect can be greatly enhanced. It is proved that the teaching method has very high practicability and popularization value.
As an important spiritual core to implement the educational goal of education for morality, core literacy provides strong theoretical support for the reform of the normal students' professional curriculum and points out a clear direction of reform. The key to the core literacy of normal students is the comprehensive literacy of disciplines. Only by improving the comprehensive literacy of normal students can their core literacy be improved, so as to enhance their teaching strength. The primary and secondary education in our countries, can be driven by excellent normal students, showing a strong vitality. As the enhancement and extension of chemistry knowledge in high school, organic chemistry teaching in university has become an important cornerstone for normal students to improve their professional abilities. Therefore, the concept of core literacy should be integrated into the normal education of organic chemistry. In the teaching process, normal students internalize "what they have learned" into "what they have used", so as to cultivate their own core literacy and lay a solid foundation to become excellent educators in the future.
Computational simulation software, literature research and organization tools and Office software are necessary for training innovative talents in chemistry education. According to the outcome-based education, the authors constructed an online-offline mixed teaching strategy, including the multi-dimensional teaching content, thesis and scientific research paper-writing project, and the literature discussion, to cultivate students' scientific research ability.
According to the significance of general chemistry teaching in universities and the present situation, we propose to construct a demand-based teaching mode, which includes five processes of pre-assignment, preview, thinking and questioning, teaching and classroom discussion, and we try to use the demand-based teaching mode in general chemistry teaching. The results show that the demand-based teaching mode has played a positive role in stimulating students' learning initiative, improving their efficiency in mastering knowledge and cultivating their learning ability. According to the effect of teaching practice, the theoretical significance of the demand-based teaching mode is also discussed from the perspectives of physiology, psychology, philosophy, pedagogy and sociology, hoping it can be extended to other university classrooms in our country.
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.
Blended learning refers to the combination of traditional classroom teaching with online preview provided by SPOC. Due to the policy in college entrance examination, some students have not learned Chemistry Elective 3-Structures and Properties of Matter in their senior middle school. Most of the engineering major students have difficulties in studying the section of Structure of Mater in the courses of Fundamentals of Modern Chemistry. To bridge the gap, light version of blended learning has been applied since 2015. Students could preview the online SPOC differently depending on their foundation and needs, in the section of Structure of Matter, and report their learning difficulties. At the same time, mobile interactive software and seminars in small classes have been introduced to the in-class activities. The performance of the final exam has been improved. These results contribute to the construction of progressive and blended learning systems in the future teaching.
This article focuses on perfecting excellent courses, creating the concept of "golden course", and promoting the application and practice of blended teaching mode in organic chemistry laboratory teaching. The specific implementation process of the teaching mode is elaborated with the preparation of ether as an example. The teaching practice proved that the innovative design of blended teaching combined with experiments can not only improve the effectiveness of students' self-study before class and stimulate students' desire for exploration, but also promote the improvement of teachers' teaching level and the innovation of teaching. It can be further promoted in chemistry experimental teaching.
Quantum chemistry is one of the sciences with heavy theoretical backgrounds, leading to significant difficulty in its general education to the undergraduates without prerequisite training in either physics or chemistry or both. Analogy in terms of concept and culture is proposed to present the key theories for the sake of the understanding of the recondite and scholastic words. It has been demonstrated that the use of analogy is able to stimulate the creative thinking for all interdisciplinary educations.