基于“三疑三探”教学策略下的仪器分析课程教学设计与实践  

Teaching Design and Practice of Instrument Analysis Course Based on the Teaching Strategy of“Three Doubts and Three Explorations”

作　　者：蔡金燕[1] CAI Jinyan(Xinjiang Shihezi Vocational and technical College,Shihezi 832000,China)

机构地区：[1]新疆石河子职业技术学院,新疆石河子832000

出　　处：《化工管理》2025年第1期26-29,共4页Chemical Management

基　　金：兵团“匠心化育”双师型名师工作室。

摘　　要：基于企业真实检测任务,重构仪器分析课程教学内容,以紫外可见分光光度法测定水样中的总磷为例实施教学,采用“三疑三探”教学模式,依托以虚助实的教学资源,推动知识技能掌握由“表”及“里”,实施三段五维“由始至终”的教学评价,贯穿“检测有我”到“检测靠我”融入“内化于心”的课程思政,鼓励学生敢于质疑,培养创新精神。Based on the real detection task of enterprises,the teaching content ofinstrument analysis course is reconstructed,the UV-VIS spectrophotometric method for the determination of total phosphorus in water samples was used as an example to teach,adopting the teaching mode of“three doubts and three explorations”and relying on virtual teaching resources,promote the mastery of knowledge and skills from the“surface”and“inside”,implement three-stage,five-dimensional teaching evaluation from beginning to end,throughout the course of“testing with me”to“testing by me”into the“internalized in the heart”,encourage students to dare to question and cultivate innovative spirit.

关 键 词：仪器分析课程 “三疑三探”教学策略 教学设计 

分 类 号：G420[文化科学—课程与教学论]