化工热力学课堂教学的有效组织  

The Classroom Organization of Chemical Engineering Thermodynamics

作　　者：李俊英[1] 马烽[1] 郭宁[1] 杨鹏飞[1] 陈振[1] 李艳[1] Li Junying;Ma Feng;Guo Ning;Yang Pengfei;Chen Zhen;Li Yan(School of Chemistry and Phar maceutical Engineering,Qilu University of Technology(Shandong Academy of Sciences),Jinan,Shandong 250353)

机构地区：[1]齐鲁工业大学(山东省科学院)化学与制药工程学院,山东济南250353

出　　处：《化工高等教育》2020年第5期118-122,共5页Higher Education in Chemical Engineering

基　　金：山东省高等教育本科教改项目(编号:Z2018X064);齐鲁工业大学(山东省科学院)教学改革研究项目(编号:201838,201839,2015-4)。

摘　　要：课堂教学过程是师生之间传递知识、思想和情感的过程,在互联网普及的当下,如何组织课堂教学值得深思。在化工热力学课堂教学中,教师通过递进、串联的知识点讲解方式使学生掌握热力学的思维方式,并通过思想交流、课堂练习、章节测试等方法使学生克服学习惰性,大大提高了学生的学习热情和课堂教学效率。The process of teaching in classroom is a process of transfering knowledge,idea and emotion between the teacher and students.How to organize the lectures efficiently should be considered at the present of internet popularizing.In class teaching of chemical engineering thermodynamics,we deliver the way of thermodynamic thinking by the methods of progressive and in series knowledge points,and help the students overcome the sluggishness though idea communication,exercise and quiz in the class.It greatly stimulate the students’enthusiasm of study and increase the efficiency of class.

关 键 词：化工热力学 课堂组织 教学过程 

分 类 号：TQ021.2-4[化学工程] G642[文化科学—高等教育学]