大学化学 >> 2025, Vol. 40 >> Issue (1): 185-195.doi: 10.12461/PKU.DXHX202405125

所属专题： 化学类多元化教育与人才培养

教学研究与改革 上一篇    下一篇

“合成氨”多点串联无机化学混合式教学探索与实践

宁静1, 惠妮1, 宋祖伟1, 钱备1, 梁爱琴1, 蔡娬2, 王杰1   

  1. 1 青岛农业大学化学与药学院, 山东 青岛 266109;
    2 青岛农业大学马克思主义学院, 山东 青岛 266109
  • 收稿日期:2024-05-17 录用日期:2024-08-12 发布日期:2025-01-06
  • 通讯作者: 宋祖伟 E-mail:szwlxy@qau.edu.cn
  • 基金资助:
    山东省本科教学改革研究重点项目(Z2023276)；山东省本科教学改革研究面上项目(M2023314)；山东省课程思政示范课程建设项目(鲁教高函[2022]36号)；中华农业科教基金课程教材建设研究项目(NKJ202102015)；青岛农业大学教改项目(XJY2022048,XJY2022128,ZCJG202308,XJY2024059,XJY2024061,XJY2024067)

Exploration and Practice of Multi-Point Connected Blended Teaching of Inorganic Chemistry Centered on “Ammonia Synthesis”

Jing Ning1, Ni Hui1, Zuwei Song1, Bei Qian1, Aiqin Liang1, Wu Cai2, Jie Wang1   

  1. 1 College of Chemistry and Pharmaceutical Sciences, Qingdao Agricultural University, Qingdao 266109, Shandong Province, China;
    2 School of Marxism, Qingdao Agricultural University, Qingdao 266109, Shandong Province, China
  • Received:2024-05-17 Accepted:2024-08-12 Published:2025-01-06
  • Contact: Zuwei Song E-mail:szwlxy@qau.edu.cn

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摘要： 无机化学作为大学化学的基础课程，涉及知识点较多，同时知识点之间独立性强，学生往往难以形成系统全面的知识架构。为了实现各章节知识点之间更深入的逻辑关联，本文以“合成氨”及其衍生反应为线设计多点串联的系列教学案例，精编综合例题，从气相反应、溶液行为和微观结构三个层面分别串联化学反应原理、水溶液中四大平衡及原子和分子结构等知识点，辅以思维导图，将无机化学的重要知识点融会贯通，融合课程思政，使学生达成思维训练，完成知识内化的同时实现专业课程对学生的价值引领作用。教学实践显示，该教学设计不仅有利于引导学生理解知识点之间的关联，便于进行复习和记忆，更有助于提高学生知识迁移能力，掌握深度学习的方法。

关键词: 无机化学, 多点串联, 混合式教学, 合成氨, 思维导图

Abstract: As a fundamental course in university-level chemistry, Inorganic Chemistry encompasses numerous discrete knowledge points, which can often make it difficult for students to develop a cohesive understanding of the subject. To foster deeper connections between chapters, this study uses “ammonia synthesis” and its related reactions as a thematic thread, designing a series of interconnected teaching cases. Comprehensive examples are carefully crafted to integrate key concepts such as chemical reaction principles, equilibria in aqueous solutions, and atomic and molecular structures across three levels: gas-phase reactions, solution behavior, and microscopic structures. Mind maps are also employed to aid in connecting these key concepts, enhancing students’ cognitive processing. By blending course content with ideological education, this approach trains students’ thinking skills and fosters knowledge internalization while guiding them towards value-based learning. Teaching practice has shown that this multi-point connection approach improves students’ understanding of the relationships between key concepts, facilitates review and memorization, enhances knowledge transfer, and promotes deep learning.

Key words: Inorganic chemistry, Multi-point connection, Blended teaching, Ammonia synthesis, Mind map