基于课立方系统的大学化学实验教学模式改革实践  

Reform and Practice of Teaching Modes in University Chemistry Laboratories Based on Course Cubic

作　　者：马海凤 刘斌[1] 芦昌盛[1] 周爱东[1] 田笑丛 王凤彬[1] MA Haifeng;LIU Bin;LU Changsheng;ZHOU Aidong;TIAN Xiaocong;WANG Fengbin(National Demonstration Center for Experimental Chemistry Education (Nanjing University), School of Chemistry & ChemicalEngineering, Nanjing University, Nanjing 210023, P. R. China.)

机构地区：[1]南京大学化学化工学院化学国家级实验教学示范中心(南京大学)

出　　处：《大学化学》2019年第6期5-10,共6页University Chemistry

基　　金：江苏省高等教育教改研究课题(2017JSJG089);南京大学校级教改项目(201614B1)

摘　　要：在传统的大学化学实验教学中,学生以被动接受为主,学习交互性差,自主思考不足,不利于学生综合素质的培养和创新能力的提高。随着互联网技术的飞速发展,基于各种信息化手段的教学模式应运而生。课立方系统可集预习系统、微信公众平台、翻转课堂等多种教学模式为一体,形成以学生为中心的全周期智能化教学模式,实现学生的实验课前练习测试、课堂数据记录、课后作业互评讨论等多种功能。实践表明,课立方系统应用于大学化学实验课程教学,能够有效提高化学实验课的教学效率,并且大大促进学生的自主学习,为互动式大学化学实验教学注入新的活力。Traditional university chemistry laboratories usually feature tedious teaching process, which may result in passive study, less or no learning interaction, and the lack of independent thinking, operation and innovation. This is bad for us to achieve the targets of comprehensive training upon freshmen in universities. With the rapid development of internet technology, a variety of information-based teaching modes have been established. Course Cubic system can merge several teaching modes, such as experiment preview, WeChat platform, and flipped class into a studentcentered overall process and intelligent teaching mode. Students can conduct practice tests before experiments, record and upload experimental data in class, and carry out mutual evaluations after class. The practice shows that Course Cubic system can improve the efficiency of experiment teaching and greatly promote students’ self-directed learning, increasing the interaction in experiment teaching.

关 键 词：大学化学实验 教学模式 课立方 自主学习 

分 类 号：G64[文化科学—高等教育学] O6-3[文化科学—教育学]