引入“探究教学模式”培养学生的综合能力  

Integrating “Explorative Teaching Mode”to Train Students Integrated Ability

作　　者：赵华绒[1] 秦敏锐[1] 蔡黄菊[1] 邵东贝[1] 余利明[1] ZHAO Hua-rong QIN Min-rui CAI Huang-ju SHAO Dong-bei YU Li-ming(Experimental Chemistry Center, Zhejiang University, I-Iangzhou 310058, China)

机构地区：[1]浙江大学化学实验教学中心,浙江杭州310058

出　　处：《实验室研究与探索》2016年第9期165-168,共4页Research and Exploration In Laboratory

基　　金：国家自然科学基金资助项目(No.J1210042);国家基础科学人才培养基金(科研训练及科研能力提高);浙江省2013年高等教育课堂教学改革项目(kg2013005)

摘　　要：为了培养学生的科研意识和综合能力,在经典的基础有机化学实验——乙酸乙酯的合成中引入"探究教学模式"。在合成实验基础之上增加了粗产品纯化过程在线跟踪、产品中乙酸乙酯纯度分析、杂质种类与含量分析以及乙酸乙酯结构表征的实验教学内容,分别采取气相色谱和便携式微型核磁共振波谱仪(45 MHz)进行分析,并比较了产品经气相色谱氢火焰离子化检测器FID和热导检测器TCD分析结果的差异。这种探究教学模式,不仅训练了学生基本操作技能,同时培养了学生的多角度思考问题的能力。The ＂Explorative Teaching＂mode is integrated into the experiment of synthesis of ethyl acetate,in order to develop students awareness of scientific research and integrated ability. On the basis of synthesis experiment,the NMR（ 45 MHz） is introduced into this experiment,to teach students to track the purification of crude product,and identify the structure of ethyl acetate; the gas chromatography is introduced to analysis ethyl acetate existing in product and the type and content of impurities,and to compare the analysis results between flame ionization detector（ FID） and thermal conductivity detector（ TCD） analysis. This explorative teaching mode trains not only the students＇ basic operation skills,but also the students＇ ability to think from many angles.

关 键 词：探究教学模式 乙酸乙酯 产品分析 

分 类 号：O6-33[理学—化学]