University Chemistry ›› 2021, Vol. 36 ›› Issue (7): 2102005.doi: 10.3866/PKU.DXHX202102005

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Exploration and Practice of the Flipped Classroom Mode in the Teaching of Organic Chemistry Experiments

Nengfang She(), Chunfeng Zeng, Xuchen Zhang, Yunfeng Cao, Yingying Zhang, Guangao Yu, Hong Yuan   

  • Received:2021-02-02 Accepted:2021-03-29 Published:2021-04-14
  • Contact: Nengfang She


Based on the common problems in the current organic chemistry experiments course, such as emphasizing teaching over experiment, emphasizing verification over exploration, emphasizing results over process, the enthusiasm and initiative of students are inhibited. The flipped classroom mode was applied to the teaching of organic chemistry experiments for exploration and practice. By means of the new mode, both the pre-class and in-class learning methods were changed. Before the class, information technology was employed to complete the knowledge transfer process; during the class, the teacher-student discussion was applied to achieve the knowledge internalization process. In this way, the teaching mode was changed from "teaching-based" to "learning-based", which improved students' learning enthusiasm and classroom participation, and developed students' competence in independent learning, teamwork and communication. In addition, the flipped classroom mode turned out to improve students' comprehensive abilities in the course from the aspects of experiment operation failure rate, experimental product yield, experimental report quality, and theoretical examination results, so as to improve the teaching quality of the organic chemistry experiments course.

Key words: Flipped classroom, Organic chemistry experiments, Autonomous learning, Classroom participation