大学化学 >> 2024, Vol. 39 >> Issue (7): 99-105.doi: 10.12461/PKU.DXHX202405016

所属专题： 化学实验中心建设

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依托“第二课堂”多维度开放实验室，拓展实验教学的深度和广度

乔晋萍, 李运超, 南彩云, 张媛, 魏朔, 赵云岺, 韩娟, 李玉峰, 全燕苹, 孙根班, 李会峰, 郭少师, 贺勇, 邓学彬, 张家新, 司书峰, 欧阳津   

  1. 北京师范大学化学学院, 化学国家级实验教学示范中心(北京师范大学), 化学国家级虚拟仿真实验教学示范中心(北京师范大学), 北京 100875
  • 收稿日期:2024-05-07 录用日期:2024-05-23 发布日期:2024-07-09
  • 通讯作者: 李运超, 欧阳津 E-mail:liyc@bnu.edu.cn;jinoyang@bnu.edu.cn
  • 基金资助:
    教育部虚拟教研室建设试点项目(师范院校物理化学课程虚拟教研室)；北京师范大学“互联网+教育”改革创新项目(111123239501)

Utilizing the “Second Classroom” for Multidimensional Laboratory Access to Expand the Depth and Breadth of Experimental Teaching

Jinping Qiao, Yunchao Li, Caiyun Nan, Yuan Zhang, Shuo Wei, Yunling Zhao, Juan Han, Yufeng Li, Yanping Quan, Genban Sun, Huifeng Li, Shaoshi Guo, Yong He, Xuebin Deng, Jiaxin Zhang, Shufeng Si, Jin Ouyang   

  1. National Experimental Teaching Demonstration Center for Chemistry, National Virtual Simulation Experimental Teaching Center for Chemistry, College of Chemistry, Beijing Normal University, Beijing 100875, China
  • Received:2024-05-07 Accepted:2024-05-23 Published:2024-07-09
  • Contact: Yunchao Li, Jin Ouyang E-mail:liyc@bnu.edu.cn;jinoyang@bnu.edu.cn

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摘要： 实验教学是培养学生实践能力和创新能力的重要环节，如何突破课堂教学的时空限制有效实现实验资源的开放利用，是高校实验教学中心改革和建设的重要内容。本文以化学国家级实验教学示范中心(北京师范大学)为例，介绍本中心将有组织的“第二课堂活动”纳入实验教学体系，探索并创建了多层次、多维度的实验室开放模式；通过举办丰富的实验竞赛/实践活动，支持大学生开展创新创业、学科竞赛、科学研究和科普宣传等活动，为学生提供了多样化的、以自驱为主、崇尚创新的实践训练机会，从而切实发挥了实验教学中心在创新人才培养中的支撑作用和在基础教育领域的辐射和示范作用。上述举措得力、育人效果显著，值得推广借鉴。

关键词: 第二课堂, 实验竞赛, 实验室开放模式, 实验教学模式改革

Abstract: As is well known, experimental teaching is crucial for cultivating studentsʼ practical and innovative abilities. How to overcome the spatial and temporal limitations of classroom teaching and ensure the open utilization of experimental resources is an important task for all the experimental teaching centers in Chinese universities. This article takes the National Experimental Teaching Demonstration Center for Chemistry (Beijing Normal University) as an example to introduce the multi-level and multidimensional laboratory access strategies. The center incorporates the well-organized “second classroom activities” into the experimental teaching system for supporting undergraduates to actively participate various innovation and entrepreneurship activities, academic competitions, scientific research, and science popularization. These initiatives provide students with diverse, self-driven, and innovative-focused practical training opportunities, effectively strengthening the role of experimental teaching centers in cultivating innovative talents and serving as the demonstration base for basic education. These efforts have proven to be effective and have significant educational outcomes, making them worthy of wider adoption.

Key words: Second classroom, Experimental competition, Laboratory open-access mode, Reform of experimental teaching mode