大学化学 >> 2025, Vol. 40 >> Issue (9): 310-317.doi: 10.12461/PKU.DXHX202412098

教学研究与改革 上一篇    下一篇

双重预习基础上的“头羊效应”教学模式探索——以地方高校仪器分析实验为例

彭俊钰1, 王峰1, 袁红梅1, 孙晓丽2   

  1. 1 枣庄学院化学化工与材料科学学院, 山东 枣庄 277160;
    2 丽水学院生态学院, 浙江 丽水 323000
  • 收稿日期:2024-12-20 录用日期:2025-03-04 发布日期:2025-09-16
  • 通讯作者: 孙晓丽 E-mail:sxl2015@lsu.edu.cn
  • 基金资助:
    山东省自然科学基金(ZR2023QB078)；枣庄学院教学改革项目(YJG22043,YSF20011)

Exploration of the “Sheep-Flock Effect” Teaching Model Based on Dual Preview: Taking Instrumental Analysis Experiment Courses in Local Universities as an Example

Junyu Peng1, Feng Wang1, Hongmei Yuan1, Xiaoli Sun2   

  1. 1 College of Chemistry, Chemical Engineering and Materials Science, Zaozhuang University, Zaozhuang 277160, Shandong Province, China;
    2 College of Ecology, Lishui University, Lishui 323000, Zhejiang Province, China
  • Received:2024-12-20 Accepted:2025-03-04 Published:2025-09-16
  • Contact: Xiaoli Sun E-mail:sxl2015@lsu.edu.cn

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摘要： 地方高校仪器分析实验课程普遍存在教学模式与学生需求脱节的问题，以至于无法发挥出其独有的教育功能。针对这一问题，我们通过有意识培养“领头羊”，激发学生学习的内源驱动力，充分发掘学生的潜力，提出了双重预习基础上的“头羊效应”新型实验教学模式，实现理论知识与实践实操的交叉融合。教学实践证明这种新型教学模式能够弥补地方高校学时紧张、学生基础薄弱的不足，显著增强了学生分析和解决问题的高阶思维与综合能力，为高素质化工人才的培养奠定了基础，为仪器分析实验课程的教学改革走深、走实，提供了可靠的参考。

关键词: 仪器分析实验, 教学改革, 双重预习, 头羊效应

Abstract: A prevalent issue in local universities is the mismatch between the teaching models of instrumental analysis experiment courses and the actual requirements of students, which regrettably undermines the courses’ unique educational capabilities. In response to this issue, an innovative experimental teaching model anchored in the “sheep flock effect” with dual preview has been introduced. This model consciously cultivates “leading sheep” to significantly enhance students’ intrinsic motivation and unlock their learning potential, thereby facilitating an intersectional integration of theoretical knowledge with practical skills. Teaching practice has validated that this teaching model not only compensates for the limitations of insufficient class hours and inadequate academic foundations among students in local universities but also notably bolsters students’ higher-order thinking and their comprehensive capabilities in problem analysis and resolution. This model also lays a critical foundation for fostering high-quality chemical engineering professionals and offers a reliable reference for advancing and consolidating the pedagogical reforms in experiment courses.

Key words: Instrumental analysis experiment, Teaching reform, Dual preview, Sheep-flock effect