混合式教学在“仪器分析”课堂教学中的应用探讨  

Application of Blended Teaching in Classroom Teaching of Instrumental Analysis

作　　者：郭明[1] 夏琪涵 周建钟[1] 文先红[1] 吴荣晖 李铭慧[1] GUO Ming;XIA Qi-Han;ZHOU Jian-Zhong;WEN Xian-Hong;WU Rong-Hui;LI Ming-Hui(Departmcin of Chcmisiry, Zhejiang Forestry Biomass Chemical Utilization Key Laboratory.Zhejiang Agricultural & Forestry University, Hangzhou 311300, China)

机构地区：[1]浙江农林大学化学系浙江省林业生物质化学利用重点实验室,浙江杭州311300

出　　处：《化学教育（中英文）》2019年第6期30-35,共6页Chinese Journal of Chemical Education

基　　金：浙江省教育科学规划重点研究课题(2017SB099);浙江省高等教育学会高校实验室工作研究项目(ZD201812);浙江农林大学教改项目(KG17012);浙江农林大学SPOC课程教学项目(KC16008)

摘　　要：针对农林类专业中"仪器分析"课堂教学效果实效性有待提高等问题,借鉴MOOC理念,通过网络平台开展SPOC课程建设,并对"仪器分析"课堂教学进行改革,重构教学理念和教学流程,"翻转"师生角色,课堂教学线上线下无缝对接,有效整合碎片化时间和信息,使学习成为自我持续性行为。同时进一步改革仪器分析教学模式与方法,建立多尺度教学考核体系,以期有效提升"仪器分析"课堂教学效果。To improve the classroom teaching effect of instrumental analysis course for the agriculture and forestry specialties, the MOOC idea is referenced, the SPOC curricula are constructed through the network platform, the classroom teaching is reformed, the teaching concept and the process are reconstructed, the roles of teachers and students is exchanged, and the online learning is seamlessly docked to the offline classroom teaching. The implementation of these measures can help students to integrate the fragmentation time and information effectively, and make the learning to be a self-sustainable behavior. At the same time, the teaching pattern and method of instrumental analysis course are further reformed and multi-scale teaching assessment is established in order to effectively improve the teaching effect of instrumental analysis course.

关 键 词：混合式教学 仪器分析 翻转课堂 新媒体技术 

分 类 号：O657-4[理学—分析化学] G434[理学—化学]