大学化学 >> 2025, Vol. 40 >> Issue (3): 259-268.doi: 10.12461/PKU.DXHX202405201

教学研究与改革 上一篇    下一篇

来华留学生预科化学教学的探索与实践

杨乐1,2, 杨传孝1,2, 赵毅飞2, 于亚明1, 陈晶玲1, 谢伟2   

  1. 1 华侨大学材料科学与工程学院, 福建 厦门 361021;
    2 华侨大学预科教育学院, 福建 厦门 361021
  • 收稿日期:2024-05-31 录用日期:2024-08-20 发布日期:2025-03-19
  • 通讯作者: 杨乐 E-mail:yangle2013@hqu.edu.cn
  • 基金资助:
    福建省2023年本科高校教育教学研究项目(FBJY20230096)；华侨大学2023年本科教育教学改革研究立项项目(612-50123035)

Exploration and Practice of Preparatory Chemistry Teaching for Overseas Students in China

Le Yang1,2, Chuanxiao Yang1,2, Yifei Zhao2, Yaming Yu1, Jingling Chen1, Wei Xie2   

  1. 1 College of Materials Science and Engineering, Huaqiao University, Xiamen 361021, Fujian Province, China;
    2 College of Preparatory Education, Huaqiao University, Xiamen 361021, Fujian Province, China
  • Received:2024-05-31 Accepted:2024-08-20 Published:2025-03-19
  • Contact: Le Yang E-mail:yangle2013@hqu.edu.cn

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摘要： 预科教育是来华留学生中学教育和来华进入高等学校专业学习的桥梁。而化学是科学教育的中心学科，是学生进一步获得科学、技术、工程学位以及更高级别学位的“守门人”，如何在存在语言障碍、中学化学教育基础差异较大的环境下，有效激发学生学习汉语化学的兴趣，并具备能进入我国高等学校学习化学相关专业的基本能力，是预科化学教学的重要任务。笔者通过近年来的教学实践，搭建了“教学评”一体化的教学体系，并将中华文化有机融入到教学体系中，同时也总结了不同场景下多元化教学模式的实践经验，详细阐述了该课程“教什么”及“怎么教”的问题。

关键词: 预科化学, 来华留学生, 教学体系, 中华文化, 多元化教学模式

Abstract: Preparatory education is a critical bridge for overseas students transitioning from secondary education to higher education in China. Chemistry, as a core scientific discipline, serves as a gateway to degrees in science, technology, and engineering. The challenge in preparatory chemistry teaching lies in overcoming language barriers and addressing the diverse educational backgrounds of students. The goal is to stimulate interest in learning chemistry in Chinese and equip students with the foundational skills required for pursuing chemistry-related majors in Chinese universities. Drawing on recent teaching practices, we have developed an integrated “Teaching-Evaluation” system, incorporating elements of Chinese culture into the curriculum. Additionally, this paper summarizes the practical experience of implementing diversified teaching methods in various learning scenarios, with a detailed discussion on “what to teach” and “how to teach”.

Key words: Preparatory chemistry, Overseas students in China, Teaching system, Chinese culture, Diversified teaching methods