基于PBL理论的环境类专业仪器分析课程教学改革与实践  

Reform and Practice of Instrument Analysis Course of Environmental Specialty Based on PBL Theory

作　　者：夏静芬[1] 唐力[1] 芦群[1] 陆菁菁[1] XIA Jing-fen;TANG Li;LU Qun;Lu Jing-jing(College of Biological and Environmental Sciences,Zhejiang Wanli University,Ningbo Zhejiang 315100,China)

机构地区：[1]浙江万里学院生物与环境学院,浙江宁波315100

出　　处：《浙江万里学院学报》2020年第2期112-116,共5页Journal of Zhejiang Wanli University

基　　金：2018年浙江万里学院课堂教学改革项目(以"学科竞赛驱动实践"为核心的《仪器分析》课堂教学立体化模式探索)。

摘　　要：文章以"问题"为核心,Moodle为平台,对仪器分析课程教学内容、教学手段和评价方法的改革与实践进行了阐述。在改革过程中,设置了以环境中污染物质分析与检测问题解决为主的教学内容,实践了"课堂精讲、虚拟仿真、实际操作和小组讨论"四位一体,知识、能力和素质协同培养的教学方法以及"全过程、多元化"评价方法,由此调动了学生学习的主动性和积极性、提高了学生理论和实践能力、促进了学生综合素质培养,取得了较好的教学效果。A teaching reform for Instrumental Analysis based on“Problem-Based Learning(PBL)”model and“Moodle platform”was put forward in this paper.We makes innovation on teaching content,teaching methods and evaluation method.Through setting up teaching contents focusing on solving problems in the field of environmental protection,Practicing“learning in the classroom,virtual simulation,practical operation,and group discussion”teaching methods combining with“whole-process and diversified”evaluation system,students’enthusiasm is mobilized,theoretical and practice level are raised,cultivation of comprehensive quality is promoted and the favorable teaching effect is achieved.

关 键 词：PBL模式 仪器分析 MOODLE 教学体系 

分 类 号：G642[文化科学—高等教育学]