课程思政视域下大一新生科学素养构建探索——以“有效数字”教学为例

doi:10.3866/PKU.DXHX202304007

Abstract

Abstract:

Significant figures have become the effective way to shape students' scientific literacy, because they have been used by students throughout the college learning from a wide range of majors. From the perspective of course ideology and politics, this paper combines theoretical classroom and laboratory classroom. By taking real problems as scenarios, adopting the guided immersive teaching mode, starting from point to point, and taking multiple measures simultaneously, the stubborn disease in the process of effective digital teaching can be effectively solved, which lays a foundation for the construction of scientific literacy of freshmen.

Key words: Scientific literacy, Significant figures, Ideological and political education, Freshman

Yiming Peng, Yuanfu Deng, Yingju Liu, Weizhang Liu, Mingjie Chen. Exploration on Construction of Scientific Literacy of Freshmen under the Perspective of Course Ideology and Politics: Taking the Teaching of "Significant Figures" as an Example[J].University Chemistry, 2023, 38(11): 276-283.

Figures/Tables 10

References 19

1	蔡群青. 宁波大学学报(教育科学版), 2022, 44 (2), 38.
2	江雪清; 宋万琚. 化学教育(中英文), 2022, 43 (11), 7.
3	杜红. 吉林省教育学院学报, 2021, 44 (2), 38.
4	黄芳; 黄林青; 张娥娥. 高等工程教育研究, 2022, (1), 116.
5	徐孝娟; 吴曼丽; 邓金雨; 赵宇翔. 图书情报工作, 2021, 65 (11), 123.
6	教育部关于印发《高等学校课程思政建设指导纲要》的通知. [2023-06-28]. http://www.moe.gov.cn/srcsite/A08/s7056/202006/t20200603_462437.html?eqid=e0137be80018fa36000000066426eb51
7	周晓华. 无机及分析化学, 北京: 中国农业出版社, 2018, 230
8	李志刚; 张利巍; 陈凌云; 刘倩. 大学物理实验, 2020, 33 (6), 105.
9	郭宁. 上海理工大学学报(社会科学版), 2018, 40 (1), 77.
10	潘峰. 中国药品标准, 2006, 7 (4), 55.
11	彭一鸣; 刘英菊; 刘伟章; 邓远富. 大学化学, 2021, 36 (7), 2009063.
12	戴可; 梁华. 大学化学, 2016, 31 (5), 19.
13	刘海燕; 赵怡; 胡坪; 钱俊红; 张文清. 大学化学, 2018, 33 (10), 105.
14	彭一鸣; 刘英菊; 刘伟章; 郑文旭. 高教学刊, 2021, 163 (5), 81.
15	孙博勋. 大学化学, 2019, 34 (8), 8.
16	黄剑芳. 化学教育(中英文), 2020, 41 (1), 89.
17	张赛; 袁振东. 化学通报, 2022, 85 (8), 1003.
18	杨旭东. 化学教学, 2000, (8), 11.
19	国务院关于印发全民科学素养行动规划纲要(2021–2035)的通知. [2023-06-29]. https://www.gov.cn/zhengce/content/2021-06/25/content_5620813.htm

教学过程	课程内容	教学方法	教学目标	思政元素
引入	稀有气体的发现史	小视频，讲授；学生讨论	有效数字的重要性	严谨规范；探索创新、善思勤勉的科学精神

图片展示	教师引导提问	学生讨论回答	思政元素
图 5 移液管、量筒读数记录图	1.如图5所示，在该实验报告中使用移液管移取5.000 mL液体，量筒量取25.000 mL液体为什么不对？	1.移液管与量筒的测量精度都达不到0.000 mL	严谨规范，实事求是，安全责任意识
	2.请查找一下可以测量5.000 mL液体的测量工具	2.找不到
	3.从该案例中可以得到什么经验教训？	3.有效数字的位数对应不同的实验测量工具，不可以随意删减
	4.能不能都记录为5.0 mL呢？	4.量筒可以记录为5.0 mL，移液管移取则不可以
	5.教师总结提醒：有效数字记录的关键为读数时一定要有一位估读数字

图片展示	教师引导提问	学生讨论回答	思政元素
图 6 电子台秤称量数据图	1.根据图6所示，硫酸铜的称量质量记为10 g正确吗？	1.不正确。应该记录为10.09 g	严谨规范，学以致用，实事求是的科学精神
	2.如果记录为10 g，会出现什么问题？	2.如果将实测的实验数据记录为10 g，根据有效数字末尾可疑原则，其真实值可能为9–11 g之间，甚至可能在8–12 g。这样的实验数据甚至会让人质疑是否真实进行过称量操作。并且会对后续的有效数字运算产生显著影响，进而对整个实验结论产生重大影响
	3.如果记录为10.0900 g，会有什么问题吗？	3.称量工具需要更换成测量精度更高的电子分析天平
	4.教师总结提醒：10.0900 g与10.09 g的有效数字位数不同，两者的相对误差区别巨大，将会对有效数字运算结果产生重大影响。如果对平行实验数据均进行此操作，甚至会对整体实验造成颠覆性的影响。小结：不可随意增减有效数字位数

图片展示	教师引导提问	学生讨论回答	思政元素
图 7 滴定管读数图	1.如图7所示，滴定管的度数是多少？	1. 18.05 mL	求真务实，学以致用，严谨的科学精神
	2.为什么不能记录为18 mL？	2.根据有效数字规则，如果实验数据记为18 mL，其真实数据可能在17–19 mL，误差太大
	3.为什么不能记录为18.0 mL？	3.因为18.0 mL是准确测量到的数据，但是根据有效数字规则，若记为18.0 mL，其真实数据则可能为17.9–18.1 mL之间，误差较大
	4.教师总结提醒：18.0 mL，这样的实验数据具有很强的迷惑性，同学们会误认为这样的记录方式是正确的，在实践中需要警惕

[1]	Linfeng Zhai, Hualin Wang, Yu Liu, Guanglong Qin. Exploration and Practice on Integrating Ideological and Political Education into the Experiment of the Preparation and Performance Measurement of Polyferric Sulfate [J]. University Chemistry, 2025, 40(9): 354-360.
[2]	Bingbing Chen, Xuzhen Wang, Chuan Shi, Fuping Tian. Digital Empowerment: Reshaping the New Paradigm of Ideological and Political Education in Physical Chemistry Courses [J]. University Chemistry, 2025, 40(9): 61-68.
[3]	Liping Cheng, Lin Lin, Xiuzhen Xiao. “AI-Empowered” Teaching Reform and Exploration in Higher Education: A Case Study of Inorganic Chemistry Course [J]. University Chemistry, 2025, 40(9): 264-272.
[4]	Zhuomin Zhang, Lanrui Yang, Baorong Zhang, Gongke Li. A Preliminary Study on Integrating Ideological and Political Education into the English-Language Course of Chemical Analysis [J]. University Chemistry, 2025, 40(8): 58-65.
[5]	Yali Yuan, Jinfang Nie, Jianping Li, Wenying Jin, Lin Li. Construction of Ideological and Political Education System in Analytical Chemistry with Distinct Regional and Professional Characteristics [J]. University Chemistry, 2025, 40(8): 18-24.
[6]	Fang Li, Xiang Wu, Bing Li, Yougui Li. Design and Practice of Course Ideological and Political Education in Modern Instrumental Analysis Based on the OBE Concept [J]. University Chemistry, 2025, 40(7): 26-33.
[7]	Zhanming Zhang, Can Zhu, Juan Wang, Yanghui Lin, Mo Sun. Ideological and Political Cases in the Course of Organic Chemistry Experiment: Taking Caffeine Extraction from Tea Leaves Experiment as an Example [J]. University Chemistry, 2025, 40(7): 34-41.
[8]	Shujun Zou, Shujun Xu, Liwei Jia, Yang Xu. Exploration of Inorganic Chemistry Teaching for Freshmen Majoring in Traditional Chinese Medicine Based on Survey Analysis [J]. University Chemistry, 2025, 40(7): 10-17.
[9]	Mei Yan, Qun Wang, Chongshen Guo. Exploring Nobel Prizes: A Journey of Discovery in Physical Chemistry [J]. University Chemistry, 2025, 40(7): 380-386.
[10]	Yaoyue Yang, Weishang Jia, Zhaoxia Ma, Xiaole Jiang, Yajuan Wu. Innovative Teaching Design and Practice of a Blended First-Class Course on “Physical Chemistry Experiment” in Ethnic Universities [J]. University Chemistry, 2025, 40(7): 71-78.
[11]	Xia Yin, Huiling Geng, Junru Wang. Innovative Reform Practice in Agriculture-Forestry Organic Chemistry Curriculum based on O-VALUE Model [J]. University Chemistry, 2025, 40(7): 97-105.
[12]	Weifang Liu, Jidong Yang, Xiaowan Zeng, Liqiu Mao, Dulin Yin, Xiangping Chen, Lishan Yang. Curriculum Ideology and Engineering Practice of Undergraduate Course “Battery Materials” for Emerging Engineering Education [J]. University Chemistry, 2025, 40(6): 93-100.
[13]	Maiyong Zhu, Shuping Wu. Exploration of Integrating Ideological and Political Education into Inorganic Chemistry under the Background of Emerging Engineering Education [J]. University Chemistry, 2025, 40(6): 101-110.
[14]	Zhexue Lu, Ping Wu, Huihui Li, Libai Wen. An Integrated Four-Flavored Approach to Ideological and Political Education in Inorganic and Analytical Chemistry Courses [J]. University Chemistry, 2025, 40(6): 333-340.
[15]	Huan Jiao, Ying Zhang, Yi Yan, Shuxian Bi, Yongmei Liu, Lingling Wei, Quanguo Zhai, Shuyong Zhang. Suggestion on Enhancing of Ideological and Political Design and Integration in Undergraduate Project for Chemistry Majors [J]. University Chemistry, 2025, 40(5): 215-223.

Exploration on Construction of Scientific Literacy of Freshmen under the Perspective of Course Ideology and Politics: Taking the Teaching of "Significant Figures" as an Example

RichHTML

PDF

Like

Knowledge

Abstract

Cite this article

share this article

Figures/Tables 10

References 19

Related Articles 15

Metrics

Recommended 0