University Chemistry ›› 2024, Vol. 39 ›› Issue (12): 128-136.doi: 10.12461/PKU.DXHX202403020

Special Issue:

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

Exploration of the Digitally Empowered Dual-Teacher Teaching Model for Internationalized Curriculum: A Case Study of Inorganic Chemistry

Zheng Wang1, Gunnar Olsen2, Binjie Li1, Zhen Wu1, Yajun Qi3, Rong Li3, Hangxing Wang1, Yun Gao4   

  1. 1 College of Chemistry and Chemical Engineering, Hubei University, Wuhan 430062, China;
    2 Faculty of Science and Engineering, Department of Natural Sciences, Manchester Metropolitan University, Manchester M1 5GD, UK;
    3 School of Materials Science and Engineering, Hubei University, Wuhan 430062, China;
    4 Metropolitan Joint Institute, Hubei University, Wuhan 430062, China
  • Received:2024-03-03 Accepted:2024-04-15 Published:2024-12-17
  • Contact: Zheng Wang E-mail:zwang@hubu.edu.cn

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Abstract: This study explores the construction of a dual-teacher teaching model for inorganic chemistry, leveraging a smart teaching platform and integrating both domestic and international educational resources. Based on constructivist learning theory and the learning pyramid theory, this approach aims to promote open and integrated education while innovating the international curriculum teaching mode. Practice has demonstrated that the digitally empowered dual-teacher teaching model can provide students with comprehensive learning support, achieve multi-dimensional, personalized, and scientific teaching evaluations, effectively enhance students’ self-learning abilities, strengthen teaching outcomes, accurately diagnose teaching issues, and foster the continuous improvement of teaching methodologies.

Key words: Digital empowerment, Internationalization, Dual-teacher, Teaching model, Inorganic chemistry