大学化学 >> 2021, Vol. 36 >> Issue (11): 2103074.doi: 10.3866/PKU.DXHX202103074

所属专题： 化学类专业特色建设

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基于“一核三段六环节”提升化学师范生教研教学能力的实践与探索

邹晓川1,*(), 王贵凤2, 穆仕盼1, 杨怡萌1, 王存1, 李倩1, 代秦琴1, 张迪1, 杨晶2,*()   

  1. 1 重庆第二师范学院生物与化学工程学院, 重庆 400067
    2 南宁师范大学化学与材料学院, 南宁 530100
  • 收稿日期:2021-03-26 录用日期:2021-05-17 发布日期:2021-05-21
  • 通讯作者: 邹晓川,杨晶 E-mail:zxcvip2003@163.com;yangjing1512F@126.com
  • 作者简介:杨晶, Email: yangjing1512F@126.com
    邹晓川, Email: zxcvip2003@163.com
  • 基金资助:
    中国化学会化学教育委员会“十三五”规划重点课题(HJ2018-0006);重庆市高等教育教学改革研究项目(213370);广西高等教育本科教学改革工程项目(2019JGA225);重庆第二师范学院青年人才项目(160921zt);重庆第二师范学院教学改革研究项目(JG202122)

Practice and Exploration of Improving the Teaching Ability of Chemical Normal Students Based on "One Core, Three Stages and Six Links"

Xiaochuan Zou1,*(), Guifeng Wang2, Shipan Mu1, Yimeng Yang1, Cun Wang1, Qian Li1, Qinqin Dai1, Di Zhang1, Jing Yang2,*()   

  1. 1 Department of Biological and Chemical Engineering, Chongqing University of Education, Chongqing 400067, China
    2 College of Chemistry and Material, Nanning Normal University, Nanning 530100, China
  • Received:2021-03-26 Accepted:2021-05-17 Published:2021-05-21
  • Contact: Xiaochuan Zou,Jing Yang E-mail:zxcvip2003@163.com;yangjing1512F@126.com

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摘要：

为进一步培养化学师范生教研教学能力，基于“一核三段六环节”教学理念，采用“翻转+分段式”混合教学模式，通过课前师生共同准备学习资源、学生自主学习、课中分段讲解、互动交流、教学探究以及课后评价与教学基本能力培养等环节，详细展示了FeCl3·6H2O催化合成乙酸乙酯的教研教学过程。实践结果表明：课前课中教学能够显著促进师范生对实验内容的理解和掌握，充分利用实验等待期，还能促进师范生教研教改能力的提高。课后环节有利于提高师范生在课程设计、课堂组织、语言表达以及多媒体应用等方面的能力。

关键词: 一核三段六环节, 混合教学模式, 有机化学实验, 化学师范生

Abstract:

In order to further cultivate the research and teaching abilities of normal students, this article is based on the teaching concept of "one core, three stages and six links", and a mixed teaching model of "flip + segmentation" is adopted. Teachers and students prepare learning resources together, students learn independently before class, explain in sections, interactive communication and teaching exploration in class, evaluation and basic teaching ability training after class. This paper shows in detail the teaching process of the synthesis of ethyl acetate catalyzed by FeCl3·6H2O. Practical results show that pre-class teaching can significantly promote normal students' understanding and mastery of the experimental content, make full use of the experimental waiting period, and promote the improvement of normal students' ability of teaching and research and teaching reform. Simultaneously, the after-school session is conducive to improving the ability of normal students in curriculum design, classroom organization, language expression and multimedia applications.

Key words: One core, three stages and six links, Mixed teaching mode, Organic chemistry experiment, Chemical normal students