大学化学 >> 2024, Vol. 39 >> Issue (3): 143-148.doi: 10.3866/PKU.DXHX202309071

教学研究与改革 上一篇    下一篇

“综合+探究”式、模块化分析化学实验教学——“一生一方案”，因材施教实验教学法

姚奇志1,2,*(), 金谷1, 朱平平1   

  1. 1 中国科学技术大学化学与材料科学学院, 合肥 230026
    2 国家级化学实验教学示范中心(中国科学技术大学), 合肥 230026
  • 收稿日期:2023-09-19 录用日期:2023-10-19 发布日期:2023-10-27
  • 通讯作者: 姚奇志 E-mail:qzyao@ustc.edu.cn
  • 基金资助:
    安徽省高等学校省级质量工程项目(2021jyxm1730);安徽省高等学校省级质量工程项目(2021xxkc205);中国科学技术大学研究生教育创新计划教学改革研究项目(2020ycjg04);中国科学技术大学本科质量工程项目(2020xjyxm066);中国科学技术大学本科质量工程项目(2020xy1kc011);中国科学技术大学本科质量工程项目(2021xjyxm080);首批教育部虚拟教研室(大学化学实验课程群虚拟教研室)建设项目

Modular Analytical Chemistry Experimental Teaching Based on "Comprehensive + Exploratory" Experiments: "One Student, One Plan", Individualized Experimental Teaching Method

Qizhi Yao1,2,*(), Gu Jin1, Pingping Zhu1   

  1. 1 School of Chemistry and Materials Science, University of Science and Technology of China, Hefei 230026, China
    2 National Demonstration Center for Experimental Chemistry Education (University of Science and Technology of China), Hefei 230026, China
  • Received:2023-09-19 Accepted:2023-10-19 Published:2023-10-27
  • Contact: Qizhi Yao E-mail:qzyao@ustc.edu.cn

RichHTML

25

PDF

862

赞

摘要：

围绕以学生发展为中心的创新人才培养目标，我们在多年持续教改和探索基础上，提出了“综合+探究”式、模块化分析化学实验教学。要求学生在完成既定的综合实验基础上，针对实验过程中发现的问题，自主设计探究方案，进行个性化实验探究；同时，将研究生组会研讨模式融入到本科生实验教学中，增设方案答辩环节，实现“一生一方案”的教学。该教学方法实施以来，成效显著，不仅激发了学生学习兴趣和实验潜能，锻炼了实验思维和知识运用能力等综合实践能力，而且开启了对求异思辨、创新能力的培养，教学模式得到普遍欢迎和首肯。

关键词: 多层次分析化学实验, 模块化教学, 自主设计和探究, 一生一方案, 因材施教

Abstract:

Focusing on the goal of innovative talent cultivation centered on student development, we have, over years of ongoing educational reform and exploration, proposed a modular analytical chemistry experiment teaching approach based on the "comprehensive + exploratory" experiments. The undergraduates are required to independently design experimental protocols for the problems discovered during the comprehensive experiments, and then conduct individual experiment. Meanwhile, the graduate seminar mode is integrated into the experimental teaching, through the inclusion of an experimental protocol defense, finally achieving the "one student, one plan" educational strategy. Since the implementation of this teaching method, significant improvements have been observed. The approach not only stimulates students' potential interest in learning and experiment, but also enhances integrated practical skills including experimental reasoning and knowledge application. Furthermore, it paves the way for cultivating divergent thinking and innovative capabilities, receiving widespread acclaim and endorsement.

Key words: Multi-level analytical chemistry experiment, Modular teaching, Self-design and exploration, "One student, one plan", Individualized Pedagogy