大学化学

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理论先导教学模式——以“分子手性”教学设计为例

赵瑞生, 刘子忠, 訾陆   

  1. 内蒙古师范大学化学与环境科学学院, 内蒙古绿色催化重点实验室, 内蒙古 呼和浩特 010020
  • 收稿日期:2026-05-20 录用日期:2026-07-02
  • 通讯作者: 赵瑞生 E-mail:zhaoruisheng@imnu.edu.cn Ruisheng Zhao
  • 基金资助:
    内蒙古师范大学第十批教学研究课题(2023sfzx23809)

Theory-led teaching model: a case study of “molecular chirality” in instructional design

Ruisheng Zhao, Zizhong Liu, Lu Zi   

  1. Inner Mongolia Key Laboratory of Green Catalysis, College of Chemistry and Environmental Science, Inner Mongolia Normal University, Hohhot 010020, Inner Mongolia Autonomous Region, China
  • Received:2026-05-20 Accepted:2026-07-02
  • Contact: Ruisheng Zhao E-mail:zhaoruisheng@imnu.edu.cn

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摘要： 理论先导教学模式下，教学过程分为三个阶段。本文以“分子手性”为例，描述了理论先导教学模式。阶段一，教师讲授“分子手性”相关知识；阶段二，学生分组完成“分子手性”实践题目；阶段三，学生汇报阶段二的实践结果，教师进行点评和总结。终结性评价证明相比于传统教学模式，理论先导教学模式对教学质量的提升有明显的作用。此外，理论先导教学模式可以向其他课程及其他专业推广。

关键词: 教学模式, 结构化学, 教学设计, 分子手性, 理论先导

Abstract: The theory-led teaching model organizes the teaching process into three distinct stages, which are illustrated here using “molecular chirality” as a case study. In stage 1, the teacher delivers a lecture on the fundamental concepts of “molecular chirality”. In stage 2, students collaborate in groups to complete practical exercises related to “molecular chirality”. In stage 3, students present their findings from stage 2, followed by teacher feedback and a comprehensive summary. Summative assessments demonstrate that, in comparison with traditional teaching approaches, the theory-led teaching model significantly improves teaching effectiveness. Furthermore, this model can be readily adapted for application in other courses and academic disciplines.

Key words: Teaching model, Structural chemistry, Teaching design, Molecular chirality, Theory-led