“翻转课堂+混合式”教学模式在物理化学实验课程中的探索与实施

doi:10.3866/PKU.DXHX202203005

Abstract

Abstract:

On the basis of blended teaching reform, flipped classroom was applied to the teaching of physical chemistry experiment. The teaching process included online learning before class, classroom demonstration, discussion and laboratory work, and consolidation and improvement after class. The validity of this teaching mode was verified by quantitative research and questionnaire survey. The results showed that this teaching mode can improve students' academic performance, develop their initiative, stimulate their learning enthusiasm, and improve classroom participation.

Key words: Physical chemistry experiment, Flipped classroom, Blended teaching

Xueping Jia, Jinjin Ding, Yue Zhu, Jianwen Miao, Cunwang Ge, Yuehua Zhang, Ming Ge. Exploration and Implementation of "Flipped Classroom + Blended" Teaching Mode in Physical Chemistry Experiment[J].University Chemistry, 2023, 38(1): 56-64.

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References 10

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教学环节	翻转课堂实施前	翻转课堂实施后
课前	观看视频进行课前预习	观看视频进行课前预习
课上	①预习测试(5–8 min) ②教师讲解习题、强调实验重点(~10 min) ③学生进行实验 ④实验期间巡回指导 ⑤实验结束后讨论(~10 min)	①预习测试(~4 min) ②教师讲解习题(~3 min) ③两名学生分别讲解实验原理和操作(~6 min) ④其他学生进行纠正、补充、提问(~5 min) ⑤教师点评、纠正、补充、提问(~10 min) ⑥教师强调实验重点(~3 min) ⑦实验期间巡回指导+适时讨论
课后	撰写实验报告参与线上讨论	撰写实验报告参与线上讨论

年级	N	均值	标准差	均值的标准误
高19	69	73.06	9.437	1.136
高18	60	73.94	9.312	1.202

	t	df	Sig. (双侧)	均值差值	标准误差值	差分的95%置信区间
						下限	上限
假设方差相等	−0.532	127.0	0.596	−0.8810	1.656	−4.157	2.395
假设方差不相等	−0.533	125.0	0.595	−0.8810	1.654	−4.155	2.393

年级	N	均值	标准差	均值的标准误
高19	69	86.21	4.100	0.494
高18	60	82.32	4.700	0.607

	t	df	Sig. (双侧)	均值差值	标准误差值	差分的95%置信区间
						下限	上限
假设方差相等	5.026	127.0	0.000	3.894	0.775	2.361	5.427
假设方差不相等	4.978	118.1	0.000	3.894	0.782	2.345	5.443

Exploration and Implementation of "Flipped Classroom + Blended" Teaching Mode in Physical Chemistry Experiment

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序号	问题	答案选项
问题1	本学期物理化学实验采用了“混合式教学和翻转课堂”教学模式，与之前传统的教学模式相比，你更喜欢哪一种？	A.“翻转课堂+混合式”教学模式；B. 传统教学模式；C. 一样
问题2	本学期你每次预习实验大约花多长时间？	A. 30分钟以下；B. 30–60分钟；C. 60–90分钟；D. 90分钟以上
问题3	和以前的实验相比，预习物理化学实验花的时间(多选)	A. 更长了，因为实验原理和操作更复杂了；B. 更长了，因为教师要求提高了；C. 更长了，其他原因；D. 更短了，因为实验视频让预习变得更容易；E. 更短了，其他原因

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[2]	Hua Yan, Junyong Wu, Shuchang Wu, Hao Chen, Zhangxin Chen, Aiguo Zhong, Yanxian Jin. Development and Application of an Online Thinking-Ability-Oriented Course of Physical Chemistry Experiment [J]. University Chemistry, 2023, 38(9): 39-46.
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序号	问题	答案选项
问题4	本学期物化实验，你准备翻转课堂花了多少时间？	A. 30分钟以下；B. 30–60分钟；C. 60–90分钟；D. 90分钟以上
问题5	准备翻转课堂有没有增加你的学习负担？	A. 增加了；B. 没有增加
问题6	如果条件允许，你希望每学期进行几次翻转课堂训练？	A. 0次，准备翻转课堂太麻烦了；B. 1次，只想尝试一下；C. 2次或以上
问题7	翻转课堂上，其他同学讲解时，你愿意耐心听吗？	A. 愿意；B. 不愿意
问题8	翻转课堂上，轮到其他同学讲解时，你仍然会在课前认真预习实验吗？	A. 会；B. 不会
问题9	在准备翻转课堂的过程中，觉得有难度吗？	A. 有；B. 没有

序号	问题	答案选项
问题10	教师对于同学们的点评和补充，有没有加深你对实验原理和过程的理解，拓展你的思维？	A. 有；B. 没有
问题11	你喜欢翻转课堂吗？为什么？	A. 喜欢，可以督促我更深入地理解实验原理和操作，锻炼我的语言表达；B. 喜欢，其他原因；C. 不喜欢，有些同学讲解的水平不行，浪费时间，不如教师直接讲；D. 不喜欢，因为个人口语表达能力一般，讲解效果不理想；E. 不喜欢，其他原因
问题12	如果上一题选择“其他”，请写出具体原因
问题13	本学期的物理化学实验，你有哪些收获？(多选)	A. 提升了自己主动学习、独立思考的能力；B. 激发了自己对物化实验的学习兴趣；C. 提高了自己理论联系实际的能力；D. 增强了团队合作精神；E. 让自己认识到在理论知识学习、语言表达能力等方面的不足，有助于在今后的学习中有意识地改进；F. 其他
问题14	如果上一题选择“其他”，请写出具体收获