大型分析仪器实验精准教学体系建设与实践  

The Development of Precise Teaching Pedagogics for Large Scale Analytical Instrument and Its Practice

作　　者：丛培盛[1] 柴晓兰[1] 朱仲良[1] 邓子峰[1] 

机构地区：[1]同济大学化学科学与工程学院,上海200092

出　　处：《实验室研究与探索》2017年第5期268-270,274,共4页Research and Exploration In Laboratory

基　　金：同济大学重点教学改革项目(1380104070)

摘　　要：为解决大型实验仪器教学中仪器少、场地狭小、学生人数多的问题,达到提高仪器实验教学质量、提高学生动手能力、创新能力、协作能力的目的,提出"理论理解—微课建设—精准深化—自测验证—创新提高"的精准教学法,并通过建设相应的教学管理网站(http://cal.tongji.edu.cn/chemweb)予以实现,实现了仪器实验教学的全过程管理,对学生从技能培养向思维过程培养的转变起到推动作用。这种教学管理模式可实现:(1)保证实验关键知识点的普及;(2)保证大型仪器实验课的有效开展;(3)有效提升学生的学习自主性,提高求知欲和创新能力;(4)为学生的成绩评定提供了全过程的数据支撑。In large-scale analytical instrument teaching practice,the main scene graph is that many students stand around the only one machine and listen to the teacher＇s speaking in a narrow room. In order to promote the teaching quality,enhance student ＇s practice ability,innovation ability and collaboration ability,we tried to establish a new pedagogics which is a closed ring of theory explanation—microlecture—accurate in-depth—self test assessment—innovation boosting. The pedagogics has been realized through a teaching management web site,and thus we groped a valid instrument teaching practice with supervisor state. We summarized the advantages of this supervisor state in three aspects： 1. The key points of the experiment can be popularized; 2. Large-scale analytical instrument teaching practice can be carried out effectively; 3. It promotes students＇ learning autonomy,learning desire,innovation ability. 4. It provides full process data support for a fare judgment of the student＇s score.

关 键 词：精准教学 创新能力 全过程管理 微课 

分 类 号：O6-31[理学—化学] G424[文化科学—课程与教学论]