University Chemistry ›› 2018, Vol. 33 ›› Issue (10): 68-74.doi: 10.3866/PKU.DXHX201801045

• Study and Reform of Chemical Education • Previous Articles     Next Articles

Practice of the BOPPPS Teaching Mode in Physical Chemistry Based on APP Named Chaoxing Learning

Qing WANG*(),Xingtao ZHANG,Yumei QIAN,Weiwei WANG,Lisheng XU,Weifeng YUAN,Wenting WANG   

  • Received:2018-01-31 Published:2018-11-01
  • Contact: Qing WANG E-mail:wangqing@ahsztc.edu.cn
  • Supported by:
    安徽省精品资源共享课程(2016gxk146);安徽省教学研究项目(2016jyxm1038);安徽省卓越人才教育培养计划(2016zjjh065);安徽省教学研究项目(2017jyxm0507);安徽省大学生创客实验室建设计划(2016ckjh198);宿州学院虚拟仿真实验教学中心(szxy2015fz01)

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Abstract:

It has become a trend to use the mobile phone in teaching. Chaoxing learning, which is a custom designed APP for teachers' and students' demands, can be used on and after class. It can active the atmosphere in classroom and reduce the distance between teachers and students. In Canadian Teacher Training (ISW) the BOPPPS teaching mode is widely used. The mode is constructed with the six elements, i.e., bridge-in, objective, pre-assessment, participatory learning, post-assessment and summary, and applies these elements to ensure the success of the teaching goal. In the practice of the BOPPPS teaching mode, the teaching process should be designed in order to reach the teaching target, and abundant and participatory teaching methods should be applied to achieve interaction with students that is necessary for the goal of the teaching goal. According to this, the application of Chaoxing learning to BOPPPS teaching mode has an unexpected effect. In this paper, we took an example of the Physical Chemistry to illustrate how to use Chaoxing learning in the BOPPPS teaching mode. It provided a workable case for the hybrid teaching in new period and work well.

Key words: Chaoxing learning, BOPPPS, Practice, Physical chemistry