多元混合式教学在仪器分析实验课程中的实践  

Practice of Pluralistic Blended Teaching Model in Instrumental Analysis Experiment

作　　者：王京[1] 李琰[1] 南晶[1] 李一峻[1] 邱晓航[1] 丁飞[1] Jing Wang;Yan Li;Jing Nan;Yijun Li;Xiaohang Qiu;Fei Ding(National Demonstration Center for Experimental Chemistry Education,Nankai University,Tianjin 300071,China.)

机构地区：[1]化学国家级实验教学示范中心(南开大学),天津300071

出　　处：《大学化学》2024年第1期7-14,共8页University Chemistry

基　　金：教育部产学合作协同育人项目(202343HJ0064);南开大学2022年实验课程改革项目(22NKSYSX08)。

摘　　要：仪器分析实验课程是化学相关专业实践性与应用性极强的核心实验课程之一。在“双一流”建设的大背景下,针对目前仪器分析实验教学存在的问题,从教学模式、教学内容和教学方法三方面进行改革,打造了线上线下相结合,常规实验、虚拟仿真实验和自主创新设计实验相结合,翻转课堂和问题导向学习法相结合的多元混合式教学课程体系。教学实践证明,这种新型的教学课程体系有利于激发学生的学习兴趣与主动性,引导学生内化知识,培养分析和解决问题的高阶思维与综合能力,提高教学效率,优化教学效果。Instrumental analysis experiment is one of the core curriculums due to its practicality and applicability.In the context of the construction of“Double First-Class”universities,in response to the existing problems in the teaching of instrumental analysis experiments,reforms have been made in terms of teaching mode,teaching content,and teaching methods.This has resulted in the creation of a multi-modal blended teaching course system that combines online and offline learning,conventional experiments,virtual simulation experiments,and autonomous innovative design experiments,as well as flipped classrooms and problem-based learning.Teaching practice has shown that this new teaching course system is conducive to stimulating students’interest and initiative in learning,guiding students to internalize knowledge,cultivating higher-order thinking and comprehensive problem-solving abilities,improving teaching efficiency,and optimizing teaching effectiveness.

关 键 词：仪器分析实验 多元混合式教学 实验教学改革 

分 类 号：G64[文化科学—高等教育学] O6[文化科学—教育学]