Abstract:

In response to the current situation that the traditional classroom teaching mode of "knowing and then doing" in chemistry of the elements is "hard for the teacher and boring for the listener", we took the teaching design of "halogenated oxygenates and their salts" as an example. We designed situational questions to implement a student-centered "doing while knowing" teaching mode through the PBL (problem-based learning) teaching method and the flipped classroom. This teaching practice provides ideas for process reengineering, paradigm reconstruction and model innovation for the flipped classroom teaching reform of the halogen chapter.

Key words: Chemistry of the elements, Flipped classroom, PBL teaching method, Halogen