“举一反三”在《高分子物理教学》授课中的应用  

Application of Analogy Teaching Method in Polymer Physics

作　　者：李国平[1] 王晓青[1] 罗运军[1] 李晓萌[1] LI Guo-ping;WANG Xiao-qing;LUO Yun-jun;LI Xiao-meng(School of Materials and Engineering, Beijing Institute of Technology, Beijing 100081, China)

机构地区：[1]北京理工大学材料科学与工程学院

出　　处：《高分子通报》2019年第5期77-80,共4页Polymer Bulletin

摘　　要：高分子的分子量和分子量分布是影响高分子性质的重要参数,是《高分子物理》一个重要的知识点。本文提出了以此知识点为例的举一反三教学法,首先通过归纳总结的方式"举一",引导学生全面掌握高分子的分子量和分子量分布的表征方法及其原理;然后精心准备三道例题,从易到难,要求对归纳出的知识点进行比较、类推、联想等才能够正确解答。通过这种训练培养学生的类推思维和灵活使用能力,达到了举一反三训练目的。为了进一步加深学生对知识点的理解,学生课后作业也采用"反三"模式,自问自答,学生出题的种类多且质量较高,反映出该教学方法效果良好。The molecular weight and molecular weight distribution of polymers is one of the important parameters affecting the properties of polymers, so it is an important knowledge point in Polymer Physics. Analogy teaching method which takes this knowledge point as the example is used in the teaching experience. Firstly, the students are guided to comprehensively grasp the characterization methods and principles of molecular weight and molecular weight distribution of polymers by the method of summarizing to "give one". Then three examples are carefully prepared from easy to difficult, which are resolved correctly by comparison, analogy, and association of the summarized knowledge points. Through the training, the analogical thinking and flexible using ability of students are trained, so the purpose of training is achieved. In order to further deepen students’ understanding of knowledge points, students are required to adopt the "anti-three" mode in the homework. There are many types of highly quality questions proposed by students self-questioning and self-answering. It is shown from the students’ homework that the teaching method proves a good effect.

关 键 词：高分子物理 举一反三教学法 类推思维能力 

分 类 号：G642[文化科学—高等教育学] O631-4[文化科学—教育学]