混合教学模式在仪器分析课程中的实践运用——以“气相色谱分析法”为例  

Practical Applications of Blended Teaching Mode in Instrumental Analysis Course:Taking the“Gas Chromatography Method”as an Example

作　　者：张娟[1,2] 刘庆普 雷敬卫 谢彩侠[1,2] 纪永升 麻秋娟[1] Juan Zhang;Qingpu Liu;Jingwei Lei;Caixia Xie;Yongsheng Ji;Qiujuan Ma(College of Pharmacy,Henan University of Chinese Medicine,Zhengzhou 450046,China;Henan Engineering Technology Research Center of Quality Control and Evaluation of Chinese Medicine,Zhengzhou 450046,China)

机构地区：[1]河南中医药大学药学院,郑州450046 [2]河南省高校中药质量控制与评价工程技术研究中心,郑州450046

出　　处：《大学化学》2023年第5期13-20,共8页University Chemistry

基　　金：河南省教育科学规划2022年度一般课题立项(2022YB0145);河南中医药大学2020年度示范课程立项(YJSKCSZ-2020-08)。

摘　　要：在仪器分析课程中设计混合教学模式,包含前端分析、课前线上学习、线上线下联结、线下课堂教学、课后指导、学习评价。以“气相色谱分析法”为例,通过全面分析学情、梳理教学内容、设计线上线下教学过程、突出过程性学习评价,充分探究混合教学模式在仪器分析课程中的实践运用。通过教学反思,探讨混合教学模式的应用优势及存在问题。In the course of instrumental analysis,the blended teaching mode is designed,consisting of front analysis,the learning process online before class,online and offline linkage,classroom teaching offline,guidance after class,and learning evaluations.Taking the“Gas chromatography method”as an example,the practical applications of the blended teaching mode in the instrumental analysis course are fully studied,based on the comprehensive analysis of the learning conditions,the detailed collation of teaching contents,the designation of online and offline teaching processes,and the implementation of multi-dimensional learning evaluations.The advantages and problems in the applications of the blended teaching mode are discussed according to teaching reflection.

关 键 词：仪器分析 混合教学 气相色谱分析法 教学实践 

分 类 号：G64[文化科学—高等教育学] O6[文化科学—教育学]