大学化学 >> 2019, Vol. 34 >> Issue (7): 52-59.doi: 10.3866/PKU.DXHX201902012

教学研究与改革 上一篇    下一篇

有机合成化学“三位一体”混合教学模式探索与实践

陈连清*(),韦晓珊,杜艳婷   

  • 收稿日期:2019-02-25 录用日期:2019-05-13 发布日期:2019-05-23
  • 通讯作者: 陈连清 E-mail:lqchen@mail.scuec.edu.cn
  • 基金资助:
    国家自然科学基金(21177161);国家自然科学基金(31402137);湖北省杰出青年基金(2013CFA034);人事部留学人员科技活动择优资助项目(BZY13007);武汉市青年科技晨光计划(201271031422);湖北省青年英才开发计划(RCJH15001);湖北省高等学校省级教学研究项目(YJYS11001);湖北省高等学校省级教学研究项目(JYZD18011);中南民族大学本科教学质量工程(JYZD18001);中南民族大学本科教学质量工程(YZ13025)

Exploration and Practice of the "Trinity" Mixed Teaching Mode of Organic Synthetic Chemistry

Lianqing CHEN*(),Xiaoshan WEI,Yanting DU   

  • Received:2019-02-25 Accepted:2019-05-13 Published:2019-05-23
  • Contact: Lianqing CHEN E-mail:lqchen@mail.scuec.edu.cn
  • Supported by:
    国家自然科学基金(21177161);国家自然科学基金(31402137);湖北省杰出青年基金(2013CFA034);人事部留学人员科技活动择优资助项目(BZY13007);武汉市青年科技晨光计划(201271031422);湖北省青年英才开发计划(RCJH15001);湖北省高等学校省级教学研究项目(YJYS11001);湖北省高等学校省级教学研究项目(JYZD18011);中南民族大学本科教学质量工程(JYZD18001);中南民族大学本科教学质量工程(YZ13025)

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摘要：

为提高民族院校的教学质量，培养化学创新人才，针对有机合成化学课程建设中教学目标单一、教学内容抽象枯燥、教学手段单调乏味、学生学习积极性不高等问题，依据"课前-课堂-课后"学习规律，构建"教学目标-教学手段-实践考核"三位一体混合教学模式。实施了细化教学目标，小班教学；并且丰富教学手段，引入双语、多媒体、可视化教学；增设综合创新实验，加强实践锻炼和改革考核方式等一系列举措，多方位、多角度探讨有机合成化学教学改革与实践。通过这些措施，改善了教学效果，提高了学生学习有机合成化学的积极性，对培养学生的创新能力取得了预期效果。

关键词: 有机合成化学, 三位一体, 混合教学模式, 教学改革, 实践

Abstract:

In order to improve the quality of teaching and cultivate chemical innovation talents in university for nationalities, in the course of organic synthetic chemistry curriculum construction, efforts were made to overcome problems such as the single teaching objective, abstract and boring teaching content, tedious and relatively dull teaching methods and low enthusiasm for students' learning, etc. According to the study rule of "before class-on class-after class", the trinity mixed teaching mode of "teaching goal-teaching means-practice examination" was constructed. Through the construction of the "teaching goal-teaching means-innovative practice" trinity mixed teaching mode, we refined teaching objectives, optimized teaching methods, implemented small classes, improved assessment methods, designed comprehensive laboratory programs, reinforced practices, and reformed the assessment measures. Discussion on teaching reform and practice of organic synthetic chemistry was carried out from multiple perspectives. Through the practice of teaching reform, the teaching effect has been improved, the enthusiasm of students to learn organic synthetic chemistry has been improved, and the expected effect of cultivating students' innovative ability has been achieved.

Key words: Organic synthetic chemistry, Trinity, Mixed teaching mode, Teaching reform, Practice