大学化学 >> 2023, Vol. 38 >> Issue (12): 157-164.doi: 10.3866/PKU.DXHX202305028

教学研究与改革 上一篇    下一篇

农林高校无机及分析化学基础课教学改革探索与实践

李莎(), 陈琳, 吴纯正, 郭明()   

  • 收稿日期:2023-05-08 录用日期:2023-08-31 发布日期:2023-11-03
  • 通讯作者: 李莎,郭明 E-mail:shali@zafu.edu.cn;guoming@zafu.edu.cn
  • 基金资助:
    浙江农林大学校级教学改革项目(JG2022018);浙江省国际化线上线下混合式一流课程项目(2020年-Inorganic and analytical chemistry);浙江省线上线下混合式一流本科课程项目(2022年)

Exploration and Practice of Pedagogical Reforms in Inorganic and Analytical Chemistry Course in Agricultural and Forestry Universities

Sha Li(), Lin Chen, Chunzheng Wu, Ming Guo()   

  • Received:2023-05-08 Accepted:2023-08-31 Published:2023-11-03
  • Contact: Sha Li, Ming Guo E-mail:shali@zafu.edu.cn;guoming@zafu.edu.cn

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摘要：

化学课程为农林专业不可或缺的基础课，无机及分析化学是化学课程的必要基础。无机及分析化学的教学质量对促进化学类课程质量提高，进而促进农林专业课程的提升甚为重要。本文分析比较了当前无机及分析化学线上线下教学方法，探讨了浙江农林大学无机及分析化学教学中存在的一些不足，提出无机及分析化学加强教学内容设计、交叉融合化学课程及专业课，缩小个体差异、满足学生个性化需求，改进教学模式、加强课程思政建设等解决方案。并在无机及分析化学教学中实践，教学效果得到明显改善，学生的学习效率、学习能力及化学思维能力明显提升。

关键词: 无机及分析化学, 教学改革, 教学理念, 教学设计

Abstract:

Chemistry serves as indispensable basic course for students majoring in agriculture and forestry, with inorganic and analytical chemistry constituting essential components of the chemical curriculum. The quality of instruction in these courses critically influences the overall caliber of chemistry education and further elevates the standards of agricultural and forestry specialization courses. Given the burgeoning body of knowledge in both agricultural and chemical disciplines, alongside ongoing advancements in educational technologies such as digitization and informatization, it is of great significance to adapt and reform the pedagogy of inorganic and analytical chemistry courses. Drawing on an analysis and comparison of current online and offline teaching approaches, as well as identifying existing deficiencies in the curriculum at Zhejiang A & F University, we propose several strategies. These include enhancing curriculum design, promoting interdisciplinary integration between chemistry and specialized courses, addressing student heterogeneity to meet individual learning needs, refining teaching methods, and reinforcing ideological and political dimensions within the course framework. Our findings indicate that these reforms have markedly improved teaching outcomes, as well as students' learning efficiency, problem-solving abilities, and conceptual understanding of chemistry.

Key words: Inorganic and analytical chemistry, Pedagogical reform, Teaching methodology, Teaching design