对分课堂教学模式与大学化学教学  

Potential Applications of PAD Class in Teaching College Chemistry

作　　者：王世革[1] 黄明贤[1] 

机构地区：[1]上海理工大学理学院,上海200093

出　　处：《广州化工》2016年第5期211-212,共2页GuangZhou Chemical Industry

摘　　要：对分课堂教学模式将课堂时间平均分配,每次课开始先集体讨论、温习巩固上次课内容。讨论结束后,教师讲授本次课内容,学生可很快进入良好的学习状态,对新知识的接受速度和程度得以提升。对分课堂符合记忆规律,可有效减缓遗忘速度,提高对旧知识的掌握程度。学生的学习主动性、师生之间的互动、学生之间的交流都得到了显著改善,可以明显地提高《大学化学》课堂的学习效果。PAD class equally divides the class duration into two sections. The first section is left to students for group discussion to review the content of last class. Class will enter the last section after the discussion. In this section,the teacher will present the new knowledge and students can smoothly follow the teacher＇s thought since they have had a great discussion earlier. The new knowledge acceptance rate and degree are also significantly increased. The PDA class which obeys the law of memory can effectively reduce the speed of the forgetting,improve the mastery of knowledge.Students＇ learning initiative and the communication between teachers and students,as well as students and students,were significantly improved. In general,teaching efficiency of college chemistry can be significantly improved under PAD based teaching model.

关 键 词：大学化学 对分课堂 教学模式 教学质量 角色转型 

分 类 号：G642.0[文化科学—高等教育学]