1 Implementation background and teaching content of bilingual teaching of instrumental analysis
In order to implement the spirit of the document "Several Opinions on Further Deepening Undergraduate Teaching Reform and Improving Teaching Quality in an All-round Way" (Jiaogao [2007] No.2) issued by the Ministry of Education, and to explore a bilingual teaching mode that is in line with our school's reality and has certain demonstration significance, the School of Materials Engineering of Jinling University of Science and Technology took instrumental analysis as a pilot and won the first prize on 201~ 2012.
The main purpose of bilingual teaching is not the study and application of language, but the mastery of professional knowledge. Therefore, the determination of teaching content is mainly based on the talent training scheme of materials science and engineering, and takes into account the consistency with basic courses (such as inorganic and analytical chemistry, physical chemistry, etc.). ) and subsequent professional courses (such as material analysis methods, etc.). ). Instrumental analysis is a method to analyze substances according to their physical and physicochemical properties, such as light, electricity, heat, magnetism and chemical reactions. According to the measurement principle and signal characteristics, instrumental analysis methods can be roughly divided into four categories: electrochemical analysis, optical analysis, chromatographic analysis and other instrumental analysis. The teaching content and progress of the bilingual course Instrumental Analysis are completely consistent with the previous Chinese teaching, with the same syllabus and progress, and the progress of the experimental course is consistent with that of the theoretical teaching.
2 the choice of bilingual teaching materials
Classroom teaching material: Comparative study on the latest published similar teaching materials at home and abroad, and select Analytical Chemistry (bilingual edition) compiled by the Analytical Chemistry Department of Dalian University of Technology as the classroom teaching material. This textbook compiles many analytical methods according to major categories. English content refers to many foreign original textbooks. In each chapter, there is an overview of the key contents written in Chinese. At the end of each chapter, the Chinese explanations of the main technical terms used in this chapter are listed, which are detailed and practical.
Bibliography in Chinese and English: (1) Instrumental Analysis, edited by Chemistry Department of Wuhan University, Higher Education Press, 200 1. (2) Instrumental Analysis Experiment, edited by Yang, Su Xunrong and Lin, Xiamen University Press, 2000. (3) Fundamentals of Analytical Chemistry (8th edition), Douglas A. Schugge, etc., Thomson Learning Brooks/Cole Press, 2004. (4) Undergraduate Instrumental Analysis (6th edition), edited by James W. Robinson and Irene M. skelley, and edited by George M. Frame, the second edition.
3 teaching measures and means
The key to bilingual teaching is to correctly grasp the systematic and scientific theory, and the transmission of basic skills and the cultivation of students' English thinking ability are the key points of bilingual teaching. In the practice of bilingual teaching, the author has taken the following measures and means.
(1) Combination of Chinese and English: Considering our students' English listening and speaking ability, we can't teach in English at first. We adopt the teaching method of memorizing knowledge mainly in English and understanding knowledge mainly in Chinese.
(2) The combination of pre-class, in-class discussion and after-class review: This teaching method can't be implemented in the theoretical class, because the theoretical class is in a large class and time is not allowed, but it is feasible to implement it in the experimental class, because each experimental class is equivalent to a small topic with relatively concentrated content; There are only 8 students in each experimental class, so it is possible to realize "class discussion". Our approach is: after one experiment, arrange the English names of instruments and chemical reagents that will be encountered in the next experiment for students to preview, and briefly describe the basic principles of the next experiment. With the preparation before class, students are ready for the experimental class, so that they can discuss in English under the guidance of the teacher in class and write the experimental report in English after class. Of course, they have to do what they can, which varies from person to person.
(3) Combination of blackboard writing and multimedia courseware: Using multimedia courseware to show the principle, structure and operation method of instruments and equipment is intuitive, clear and time-saving; When encountering complicated formula derivation, students can explain it on the blackboard, so that they can keep up with the teacher's derivation and analysis in time and understand the ins and outs of the whole formula.
(4) Combination of classroom teaching and teacher-student interaction: Students should have the opportunity to make oral presentations in English. If there are not many opportunities for class, you can practice by oral report in exercise class, group discussion and English discussion in experimental class. For example, we allocate the experimental hours of instrumental analysis in this way: before each experiment, let students teach themselves the experimental principles on the platform. Students can decide the usage of English according to their preparation level and English level. Every 1 ~ 2 minutes, the teacher leads the students to ask questions every 1 minute, 8 students take 24 minutes, and the teacher summarizes them for 5 ~ 6 minutes. The theoretical discussion part of the whole experiment is always * *. During these 30 minutes, students can not only master the basic principles of this experiment, but also exercise their ability to think and express problems in English.
(5) Assessment (examination) method: usually (mainly homework) accounts for 10%, mid-term exam accounts for 35%, final exam accounts for 50%, and oral report or thesis accounts for 5%. The homework is in Chinese and English, and the test paper is in English and Chinese, accounting for 50% and 50% respectively. Students can answer questions in Chinese or in English. This assessment method effectively relieves some students' worries and conflicts about bilingual teaching, enhances students' subjective initiative in learning, and forms a virtuous circle between teaching and learning.
4 experience and suggestions
(1) The author conducted a questionnaire survey on students' English proficiency and understanding of bilingual teaching. Among the students surveyed, only 15% think their English ability is "good" or "excellent", but in fact, the passing rate of CET-4 is about 50%. This self-evaluation of students shows that although their English ability has reached the level required by college English, students are still very uncertain about their foreign language ability. Therefore, in the process of bilingual teaching, it is necessary to eliminate students' fear of learning specialized courses in English, improve students' basic English and professional English level while learning professional knowledge, and cultivate students' awareness and habit of actively using English.
(2) Although most students doubt their English ability, almost all students think it is necessary and very necessary to carry out bilingual teaching. It can be seen that students are eager for more contact with foreign language teaching and hope to promote foreign language learning to the practical stage as soon as possible, which is worthy of teachers' attention.
(3) Teachers should actively contact with foreign advanced textbooks, which can not only further improve their foreign language level, but also expand their professional knowledge; Through the comparison and reference of Chinese and foreign textbooks, a set of teaching methods suitable for students in our school is summarized.
(4) In the teaching process, we should give attention to both majors and languages, and give priority to majors. In view of the students' foreign language ability in our school, it is easy to turn a bilingual class into a foreign language competition if the whole foreign language teaching is emphasized unilaterally. On the other hand, if the mother tongue is used too much for teaching and solving doubts, it will go against the original intention of bilingual teaching. It should be emphasized that for the bilingual teaching of instrumental analysis, English is used as a language tool to teach students the knowledge of instrumental analysis, that is to say, bilingual teaching replaces bilingual teaching. If bilingual teaching violates this principle, it will put the cart before the horse and become learning professional English.
(1) What is the national education series?
National education series is a concept different from non-national education series, and the education