基于BOPPPS模型的催化课程教学探索  

Teaching Exploration of Catalysts Courses Based on BOPPPS Models

作　　者：李倩[1] 宋克农[2] 彭翠娜 齐蕾[1] 辛颖[1] 张昭良[1] LI Qian;SONG Ke-nong;PENG Cui-na;QI Lei;XIN Ying;ZHANG Zhao-liang(School of Chemistry and Chemical Engineering,University of Jinan,Shandong Jinan 250022;Shandong Urban Construction Vocational College,Shandong Jinan 250103,China)

机构地区：[1]济南大学化学化工学院,山东济南250022 [2]山东城市建设职业学院,山东济南250103

出　　处：《广州化工》2022年第5期168-169,175,共3页GuangZhou Chemical Industry

基　　金：教育部产学合作协同育人项目(No:201802047089);山东省研究生教育优质课程项目(No:SDYKC18031);济南大学研究生精品课程建设项目(No:YJPK20018,YJPK20002)。

摘　　要：为了改善催化课程教学效果,需要从传统的教师灌输式向师生互动、生生互动式的教学模式转变。因此将BOPPPS模型引入催化课程中,并与其他教学方法相互交叉与融合,探索一种有效的催化课程教学模式。通过BOPPPS六个教学环节(引入:案例导入;学习目标:PPT展示;前测:在线学习平台;参与式学习:小组讨论;后测:实验室参观;小结:思维导图)的实施,凸显了“以学生为中心”的教学思想,充分调动了学生的积极性。In order to improve the teaching of catalysts courses, the teaching models are needed to be changed from the traditional indoctrination teaching by teachers to the models of interaction between teachers and students or students’ interaction. Therefore, BOPPPS model was introduced into the catalysts courses. Additionally, multiple teaching methods were also incorporated to explore an efficient teaching model for catalysts courses. Through the implementation of six teaching processes from BOPPPS(Bridge-in: introduction of examples, Objective: PPT show, Pre-assessment: e-learning platform, Participatory learning: group discussing, Post-assessment: laboratory visit, Summary: mind mapping), the teaching thought of “students in the center” was magnified. Moreover, the positivity of students can be sufficiently increased.

关 键 词：BOPPPS 催化 教学模式 教学环节 

分 类 号：G642[文化科学—高等教育学]