以PBL教学法为基础的仪器分析实验教学六步法构建  

Six-step Construction of Instrumental Analysis Experiment Teaching Based on PBL Teaching Method

作　　者：王再强[1,2] 周红 秦小萍[1,2] 范黎明[2] 陈国华 唐萍 WANG Zaiqiang;ZHOU Hong;QIN Xiaoping;FAN Liming;CHEN Guohua;TANG Ping(College of Plant Protection,Yunnan Agricultural University,Kunming Yunnan 650201;State Key Laboratory for Conservation and Utilization of Bio-Resources in Yunnan,Kunming Yunnan 650201;College of Food Science and Technology,Yunnan Agricultural University,Kunming Yunnan 650201)

机构地区：[1]云南农业大学植物保护学院,云南昆明650201 [2]云南生物资源保护与利用国家重点实验室,云南昆明650201 [3]云南农业大学食品科学技术学院,云南昆明650201

出　　处：《现代农业科技》2020年第19期250-252,共3页Modern Agricultural Science and Technology

基　　金：云南农业大学教学改革项目(2017YAUJY023);云南农业大学课程建设项目(2017YAUKC08E);云南省高等院校提升专业服务产业能力建设项目(云高教〔2015〕78号)。

摘　　要：传统实验方法中学生是被动的获取知识,影响学习效率,而PBL教学法需要大量的时间,在实验教学中的应用受到限制。本文借鉴了部分PBL教学法应用于仪器分析实验课程,构建了仪器分析实验教学六步法,即问题的设定、实验材料及设备的确定、实验前小组讨论会、进行实验、实验后的小组总结交流会、评分。该教学方法加强了指导教师的引导作用,克服了PBL教学法需要大量时间的限制,是一种有效的实验教学方法。In the traditional experimental method,students acquire knowledge passively,which affects the learning efficiency.However,PBL teaching method requires a lot of time,so its application in experimental teaching is limited.The paper applied the PBL teaching method to the instrumental analysis experiment course,constructed a six-step method of instrumental analysis experiment teaching,including problem setting,experimental materials and equipment determination,pre-experiment group discussion,conducting experiments,group summary exchange meeting after the experiment and scoring.This teaching method strengthened the guiding role of the instructor,overcame the limitation of PBL teaching method requiring a lot of time,and was an effective experimental teaching method.

关 键 词：PBL教学法 仪器分析 六步实验教学法 

分 类 号：G642[文化科学—高等教育学]