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作 者:郭慧敏[1] 刘新[1] 张永策[1] 宿艳[1] 姜文凤 孟长功[1] Huimin Guo;Xin Liu;Yongce Zhang;Yan Su;Wenfeng Jiang;Changgong Meng(Department of Chemistry,School of Chemical Engineering,Dalian University of Technology,Dalian 116024,Liaoning Province,China)
机构地区:[1]大连理工大学化工学院化学系,辽宁大连116024
出 处:《大学化学》2023年第1期41-47,共7页University Chemistry
基 金:大连理工大学教学改革基金项目(JG2017016);国家本科教学工程项目“分析化学一流学科课程建设”。
摘 要:基础化学实验教学中,学生易由于对相关化学原理理解不足等原因处于被动学习状态,影响实验教学效果。理论化学研究可以直观形象地给出基础化学原理中涉及但无法直接观测的物质之间的相互作用,物质内部电子的运动规律,光、电与分子或分子中电子的相互作用等微观尺度的信息,将抽象的原理和理论教学内容形象化,加深学生对基础化学原理的理解。本文以气相色谱法分析醇系物实验为例,介绍团队将简单理论化学计算融入到基础化学实验教学中,为提高教学质量、实施创新人才培养而采取的举措和实施效果。学生在完成传统实验内容的同时,利用密度泛函理论研究醇系物与吸附材料的相互作用,并完成对计算结果和实验数据的分析和讨论等研究性任务。学情分析表明,该尝试有效地激发了学生学习基础化学理论的热情,加深了他们对化学理论的理解,也培养了学生分析问题、解决问题的能力,提高了实验教学效果,为拔尖创新人才的培养保驾护航。While taking fundamental chemistry experiments courses,students may easily lose their interest owing to their limited understanding of related chemical principles.Many of these principles involve microscopic concepts and quantities hard to determine and describe,such as the interaction among matters,state of electrons in matters,the interactions between light and electricity with molecules.Results from theoretical chemistry investigations are capable to bridge this gap and present these quantities and concepts more vivid for students to understand the principles easily.Considering the separation of alcohols by gas chromatography as an example,we attempted to combine theoretical chemistry investigations with fundamental chemistry experiments to help students rationalize the chromatography theory with experimental and theoretical results.In addition to conventional experiments,students investigated the alcohols-adsorbents interactions theoretically and analyzed the results.This approach not only successfully stimulated students to learn and understand chemical principles more comprehensively,cultivated their problem identification and resolution abilities,but also promoted the teaching quality,thus benefiting the cultivation of top innovative talents in chemistry.
分 类 号:G64[文化科学—高等教育学] O6[文化科学—教育学]
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