大学化学 >> 2026, Vol. 41 >> Issue (8): 96-102.doi: 10.12461/PKU.DXHX202507090

教学研究与改革 上一篇    下一篇

大中衔接视域下有机化学多元化教学方法探索与实践

刘思源1, 曲文艺1, 赵伟彤1, 衡睿鑫1, 尹坤1, 廖全林2, 蒋蓓蓓3, 凡素华1   

  1. 1 阜阳师范大学化学与材料工程学院, 安徽 阜阳 236037;
    2 阜阳师范大学附属中学, 安徽 阜阳 236041;
    3 蚌埠第二中学, 安徽 蚌埠, 233000
  • 收稿日期:2025-07-21 录用日期:2025-10-27 发布日期:2026-08-25
  • 通讯作者: 凡素华 E-mail:fansuhua@fudan.edu.cn Suhua Fan
  • 基金资助:
    安徽省本科质量工程项目大中小课程思政一体化示范课(2024dzxkc068)；安徽省研究生质量工程项目“化学教学与学习理论”教学案例库(2022zyxwjxalk180)；安徽省研究生质量工程项目研究生联合培养示范基地(2024lhpysfjd063)；安徽省教育厅研究生名师工作室(2022msgzs040)；国家级、省级大学生创新训练项目(202410371013,S202410371064)；阜阳师范大学-蚌埠市教育局校地协同基础教育研究成果培育项目(2024BBXTJY01)；阜阳师范大学有机化学课程思政示范课(2023KCSZSF02)；协同提质教师教育课程“分析化学”(2025XTTZKC01)；协同提质教学团队(2025XTJXTD06)

Exploration and practice of diversified teaching methods in organic chemistry from the perspective of secondary-university connection

Siyuan Liu1, Wenyi Qu1, Weitong Zhao1, Ruixin Heng1, Kun Yin1, Quanlin Liao2, Beibei Jiang3, Suhua Fan1   

  1. 1 College of Chemistry and Materials Engineering, Fuyang Normal University, Fuyang 236037, Anhui Province, China;
    2 Affilicated Middle School, Fuyang Normal University, Fuyang 236041, Anhui Province, China;
    3 Bengbu No. 2 Middle School, Bengbu 233000, Anhui Province, China
  • Received:2025-07-21 Accepted:2025-10-27 Published:2026-08-25
  • Contact: Suhua Fan E-mail:fansuhua@fudan.edu.cn

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摘要： 从学生、教师和教材三个维度展开分析，探讨大一学生在中学阶段学习有机化学的方式，调查大学教师对初高中与大学教学衔接的认知及其教学实践，并比较中学“有机化学”与高校“有机化学”课程在知识编排和深度上的差异。在此基础上，从知识掌握、实践能力和综合素养三个层面提出教学策略，旨在帮助大一学生顺利适应大学学习，并探索大中衔接背景下有机化学的有效学习方法。

关键词: 有机化学, 大中衔接, 多元化教学, 学习方法

Abstract: This study conducts a tripartite analysis encompassing students, teachers, and teaching materials to examine how first-year university students learned organic chemistry during high school. It investigates university instructors' perceptions and pedagogical approaches regarding the secondary-university connection, while systematically comparing the knowledge organization and depth differences between secondary-level “Organic Chemistry” and its university counterpart. The research ultimately proposes instructional strategies across three dimensions—conceptual knowledge, practical application, and comprehensive competency development—aiming to facilitate freshmen's adaptation to university-level learning and explore effective organic chemistry learning approaches within this transitional context.

Key words: Organic chemistry, Secondary-university connection, Diversified teaching, Learning methods