探究式在《仪器分析》课堂教学中的实践  

Applications of Scientific Inquiry Teaching in Instrumental Analysis Courses

作　　者：余会成[1] 谭学才[1,2] 韦贻春[1,2] 姚兴东[1,2] 

机构地区：[1]广西民族大学化学化工学院,广西南宁530006 [2]广西民族大学广西林产化学与工程重点实验室,广西南宁530006

出　　处：《广西民族大学学报（自然科学版）》2015年第1期101-104,共4页Journal of Guangxi Minzu University ：Natural Science Edition

基　　金：广西高等教育教学改革工程项目(2014GA129);广西民族大学2103年度高等教育教学改革工程项目(2012XJGY23)

摘　　要：为了提高《仪器分析》课程教学质量,该研究在环境工程与制药工程专业的《仪器分析》课程中分别采用了两种教学模式:一种是"填鸭式"的教学,老师讲学生听;另一种是探究式,引导学生对一些知识点进行探索.后者这种教学活动过程包括:设问质疑,做出猜测或假设、交流,得出初步结论.通过一学期的实践与比较,发现探究式的教学效果比传统讲授的教学效果要优越.In order to improve the learning and teaching quality of instrumental analysis courses, two different teaching styles were carried out in two classes of environmental engineering specialty （counterparts） and pharmacy engineering specialty, respectively. One style is to cramming method of teaching： students passively accept their teachers＇ lecture and take notes; another format is a scientific inquiry teaching： to guide the students to explore knowledge point. This teaching style includes the following processes： subse- quently, to assign homework to students before class, to design problem environments, to pilot students to inquire problem on their own, and to propose their guess or hypothesis, to test their hypothesis and conduct deductive reasoning, to motivate students to find law and finally make conclusion in classroom. The investi- gations found that the scientific inquiry teaching was superior to the traditional one through a semester exper- iment.

关 键 词：探究式 仪器分析 教学 改革 

分 类 号：G642.0[文化科学—高等教育学]