基于BEACON模式“分析化学实验”课程思政教学改革  

Analysis of Curriculum Ideology and Politics in Chemical Experiment Courses Based on the“BEACON Model”

作　　者：薛婉怡 孟皓[1] XUE Wan-yi;MENG Hao(College of Science,Northeastern University,Shenyang,Liaoning 110004,China)

机构地区：[1]东北大学理学院,辽宁沈阳110004

出　　处：《教育教学论坛》2024年第51期105-108,共4页Education And Teaching Forum

基　　金：2024年度东北大学理学院教育教学改革研究项目“基于拔尖人才培养的化学实验中心内涵建设”。

摘　　要：为深入解决“分析化学实验”课程在课程思政教学理念认知偏差、教师教育教学能力不足和课程客观条件制约等方面的问题,以课程思政建设的BEACON模式为手段,通过拓展、挖掘、关联、架构、优化、涵育等六项前后衔接措施,系统布局课程研发、思政元素、教案设计、教学方法、教学组织、评价反馈、育人实效等课程教学全方面,提升“分析化学实验”在课程思政建设上的科学性、系统性、有效性,打造知识传授、能力培养和价值塑造融为一体的“分析化学实验”课程思政教育教学改革方案。To thoroughly address the issues of cognitive biases in understanding the teaching philosophy of Curriculum Ideology and Politics(CIP)in Analytical Chemistry Experiment courses,inadequacies in teachers’educational capabilities,and constraints imposed by the course’s objective conditions,we employ the BEACON model of CIP construction.This model comprises six sequentially interconnected measures:Broaden,Excavate,Associate,Construct,Optimize,and Nourish.These measures systematically layout the entire spectrum of course development,including CIP elements,lesson plan design,teaching methodologies,evaluation feedback,and the actual effectiveness of educating students.The aim is to create a reform plan for the Analytical Chemistry Experiment course that integrates knowledge transmission,skill development,and value shaping within the framework of CIP.

关 键 词：分析化学实验 BEACON模式 课程思政 

分 类 号：G642.0[文化科学—高等教育学]