大学化学 >> 2018, Vol. 33 >> Issue (3): 21-26.doi: 10.3866/PKU.DXHX201708016

教学研究与改革 上一篇    下一篇

从“验证模式”到“辩证模式”的转变——进一步增强高校本科生实验创新能力

尹杰1,2,代建荣3,熊士现4,乔艳玲1,2,*(),周华伟1,2,*()   

  1. 1 聊城大学材料科学与工程学院, 山东聊城 252000
    2 聊城大学化学化工学院, 山东聊城 252000
    3 山东莘县第二中学, 山东莘县 252400
    4 山东莘县第一中学, 山东莘县 252400
  • 收稿日期:2017-08-21 发布日期:2018-03-13
  • 通讯作者: 乔艳玲,周华伟 E-mail:qiaoyanling@lcu.edu.cn;zhouhuawei@lcu.edu.cn
  • 基金资助:
    山东省高等学校科技计划项目(J16LC05);山东省青年自然科学基金(ZR2016BQ20)

Change from "Validation Mode" to "Dialectical Mode": to Further Enhance Experimental Innovation of Undergraduates

Jie YIN1,2,Jianrong DAI3,Shixian XIONG4,Yanling QIAO1,2,*(),Huawei ZHOU1,2,*()   

  1. 1 School of Chemistry and Chemical Engineering, Liaocheng University, Liaocheng 252000, Shandong Province, P. R. China
    2 College of Materials Science and Engineering, Liaocheng University, Liaocheng 252000, Shandong Province, P. R. China
    3 Shenxian No.2 Middle School, Shenxian 252400, Shandong Province, P. R. China
    4 Shenxian No.1 Middle School, Shenxian 252400, Shandong Province, P. R. China
  • Received:2017-08-21 Published:2018-03-13
  • Contact: Yanling QIAO,Huawei ZHOU E-mail:qiaoyanling@lcu.edu.cn;zhouhuawei@lcu.edu.cn
  • Supported by:
    山东省高等学校科技计划项目(J16LC05);山东省青年自然科学基金(ZR2016BQ20)

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摘要：

为了进一步培养高校本科生实验创新能力，实验教学课程按部就班的"验证模式"亟待转变。如何改进和发展本科生实验课程教学模式已成为高校教师实验教学模式探索的一个重要方向。改变实验条件，辩证看待实验问题，更有利于学生观察、了解实验的本质和核心。这种兼看则明的"辨证模式"是一个很好的发展方向。我们将该种模式应用到硫酸亚铁铵的制备及其铁（Ⅲ）的限量分析实验中。通过控制合成条件可观察到三种不同颜色、光泽度、尺寸的晶体，这些实验结果的差异反过来激发了学生的兴趣和对实验条件与结果的深入讨论。实验课堂效果评价表明：这种教学模式有利于促进学生进行自主探究性学习，培养其辩证性的实验思维，进而增强学生的实践创新能力，提高学生的综合素质。同时，这种模式也可以适当地扩展到其他实验教学实践中。

关键词: 验证模式, 辩证模式, 硫酸亚铁铵

Abstract:

In order to further enhance experimental innovation of the undergraduates, the "verification model" in laboratory courses should be changed urgently. How to improve and develop the undergraduate laboratory courses has become an important direction of the laboratory teaching mode for university teachers. The students are easier to observe and understand the nature and core of the experiment by changing the experimental conditions and dialectically viewing of experimental problems. This kind of "dialectical view" is a good developing trend. We will apply this kind of model to the experiment of preparation of ammonium ferrous sulfate and semi-quantitative analysis of iron (Ⅲ). The students can deeply discuss the differences in the experimental results by controlling the synthesis conditions. The different colored and sized of crystalline in turn can stimulate students' interest. Practice shows that this teaching model is conducive to promoting students' ability of independent inquiry learning, to cultivate their dialectical experimental thinking, thus to enhance students' practical and innovative ability, and to improve their comprehensive quality. This model can be extended to other experiments.

Key words: Validation mode, Dialectical mode, Ammonium ferrous sulfate