大学化学 >> 2025, Vol. 40 >> Issue (7): 141-147.doi: 10.12461/PKU.DXHX202409097

教学研究与改革 上一篇    下一篇

以情境驱动课堂，用线索导向推理——以X射线教学实践为例

邢曦雯1, 郭慕怡1, 胡卓然2, 姚顺春3, 孙耀2   

  1. 1 暨南大学生命科学技术学院, 广州 510632;
    2 华中师范大学化学学院, 绿色农药全国重点实验室, 武汉 430079;
    3 华南理工大学电力学院, 广州 510641
  • 收稿日期:2024-09-24 录用日期:2024-11-24 发布日期:2025-07-01
  • 通讯作者: 姚顺春, 孙耀 E-mail:epscyao@scut.edu.cn;sunyaogbasp@ccnu.edu.cn
  • 基金资助:
    国家自然科学基金面上项目(22377034)；广东省自然科学基金杰出青年项目(2022B1515020047)；暨南大学青年教师编写教材资助项目：现代仪器分析(55640256)

Context-Driven Teaching with Cue-Guided Reasoning: Taking X-Ray Teaching Practice as an Example

Xiwen Xing1, Muyi Guo1, Zhuoran Hu2, Shunchun Yao3, Yao Sun2   

  1. 1 College of Life Science and Technology, Jinan University, Guangzhou 510632, China;
    2 Nature Key Lab of Green Pesticide, College of Chemistry, Central China Normal University, Wuhan 430079, China;
    3 School of Electric Power Engineering, South China University of Technology, Guangzhou 510641, China
  • Received:2024-09-24 Accepted:2024-11-24 Published:2025-07-01
  • Contact: Shunchun Yao, Yao Sun E-mail:epscyao@scut.edu.cn;sunyaogbasp@ccnu.edu.cn

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摘要： 以学生为主体的“实践教学”是新时代新形势下深入贯彻落实“立德树人”根本任务的创新举措，逐渐成为课堂教学改革的重点方向。针对仪器分析课程知识点细碎、理论庞杂，课程难度高、不易系统记忆的特点，以X射线相关仪器这一章节为例，仅和X射线有关的诺贝尔奖就有20多个，学生在学习相关内容时，不但学习效果不佳，还会产生仪器分析怎么这么难的畏难心理和主动性下降的学习大忌。因此，本教学团队尝试以“情境驱动课堂，线索导向推理”的教学设计和教学实践，打破樊笼，与时俱进的结合大学生喜爱的“剧本杀”模式，引导学生置身100年前，通过最初设置的线索“发现X射线”，并将上一情境场景的结果作为下一情境场景的线索，逐步引导并启发学生探索并解决X射线的特征，X射线的潜在应用点、X射线仪器的原理等课程难点与重点问题，从而拉近学生和诺贝尔奖等顶级科研成果的距离，降低学生的畏难心理，增加学生主动探索、自主学习、发散思考的能力，有效培养学生由浅入深的创新思维和逻辑推理能力，为建立完备有效的高水平科学仪器创新人才培养体系提供课堂支撑。

关键词: 情景驱动, 拔尖创新, 实践教学, 线索推理

Abstract: Student-centered “practical teaching” has emerged as an innovative approach to implement the fundamental mission of "cultivating virtue and nurturing talents" in the new era, gradually becoming a key direction for classroom teaching reform. Addressing the challenges of the Instrumental Analysis course—characterized by fragmented knowledge points, complex theories, and difficulties in systematic memorization—this study focuses on the X-ray instrumentation chapter as a case study. Given that X-ray research alone has yielded over 20 Nobel Prize-winning discoveries, students often struggle with learning effectiveness and develop apprehension toward the subject, leading to reduced motivation. To address this, our teaching team developed a “context-driven classroom with clue-guided reasoning” approach. Breaking conventional boundaries, we incorporated elements from the popular “murder mystery game” format to engage students. By situating learners in historical contexts from a century ago, we provided initial clues about "X-ray discovery," using outcomes from each scenario as leads for subsequent investigations. This method progressively guides students through key challenges: understanding X-ray characteristics, exploring potential applications, and comprehending instrumental principles. The approach not only bridges the gap between students and Nobel Prize-level research but also reduces learning anxiety while enhancing active exploration, self-directed learning, and divergent thinking. Ultimately, it effectively cultivates students' innovative thinking and logical reasoning skills through progressive learning, providing classroom-based support for developing a comprehensive training system for high-level scientific instrumentation talent.

Key words: Context-driven, Top-notch innovation, Practical teaching, Clue-based reasoning