? Paper Keywords: Basic Chemistry Modular Project Teaching
? Abstract: Project teaching method is a teaching method that many higher vocational colleges are actively exploring. The content of basic chemistry course should be modularized and project-oriented, and the teaching content, teaching means and teaching methods should be actively reformed to make the course more professional and truly play the role of basic chemistry content in subsequent course study and practical work.
Basic chemistry is an important professional basic course in pharmaceutical vocational colleges. Every link of the whole process, from drug research and development to market sales, needs chemical knowledge, principles and skills as the basis. Therefore, every pharmacy major takes basic chemistry as a basic course. Based on the needs of work, we should actively reform the teaching content, teaching means and teaching methods, and really play the role of basic chemistry content in subsequent courses and practical work. Modularization of knowledge content and project-based teaching are teaching methods that many higher vocational colleges are actively exploring at present. It refines the course into several operable projects according to the learning objectives, so that students can improve their knowledge and skills in the process of completing tasks around specific projects.
1 Teaching implementation process
1. 1 teaching objectives
Through the study of basic chemistry, students focus on mastering basic chemical knowledge and important experimental skills, dealing with the relationship between chemical knowledge and professional ability, solving practical problems in production and operation, developing professional ability, and ensuring the necessary chemical knowledge and skills for pharmaceutical industry after graduation.
Knowledge objective: (1) Knowledge of chemical reaction principles necessary for drug synthesis, Chinese and western pharmaceutical preparations and production reactions; (2) Principles of chemical titration analysis methods and instrumental analysis methods necessary for drug detection; (3) Knowledge of the structure and properties of substances necessary for the principle of drug action. Ability goal: (1) Have sufficient chemical knowledge and principles; (2) Necessary methods and means of chemical analysis and instrumental analysis; (3) Properties and biological effects of important medicinal compounds. Quality objective: (1) Method ability-continuous learning ability, logical thinking ability, analytical ability and creative ability; (2) Social skills-teamwork, information acquisition, self-development and flexibility.
1.2 teaching organization and teaching content
On the basis of accurate analysis of the chemical knowledge and skills that each professional post group in the pharmaceutical industry should possess, inorganic chemistry, analytical chemistry and physical chemistry should be integrated and optimized. Its contents include the knowledge of chemical reaction principle necessary for drug synthesis and production reaction; Knowledge of material structure and properties necessary for drug action principle; Principles and skills of chemical titration analysis methods and instrumental analysis methods necessary for drug detection; Knowledge of surface phenomena and colloidal solutions necessary for Chinese and western pharmaceutical preparations. Breaking the traditional chapter order, the course content is modular and project-oriented, which makes the course more professional, lays the foundation for the follow-up professional courses, and ensures the chemical knowledge and skills that students must have for the first-line positions in the pharmaceutical industry after graduation. After the course integration and optimization, the contradiction of relatively few class hours and relatively many contents of basic chemistry can be solved by implementing modular and project-based teaching, highlighting key points and enriching and selecting teaching contents. The internal levels of the course content are: sufficient chemical knowledge and principles; Necessary methods and means of chemical analysis and instrumental analysis; Properties and biological effects of important medicinal compounds. The selection principles of course content are: taking necessity as the standard, strengthening pertinence; Take enough as a measure to strengthen practicality; Keep scientific and reflect advanced nature.
1.3 teaching methods and means
On-the-spot teaching method: The integration of theory and practice teaching in the teaching process is the on-the-spot teaching method, that is, in the real task environment, students learn and do. In order to create a real working environment, promote the integrated teaching of theory and practice, establish an integrated classroom, and carry out the integrated teaching of theory and practice in the integrated classroom. In the course teaching activities, teachers adopt the methods of "speaking before practicing", "speaking while practicing" and "practicing before speaking" according to the teaching content, so as to increase the interaction between teachers and students and mobilize students' subjective initiative.
The implementation process of each project task is as follows: (1) The teacher leads out the content of the project task and issues the project task information table; (2) Teachers teach relevant knowledge and put forward ideas for analyzing project tasks; (3) Students discuss and analyze the project tasks in groups, and work out the implementation plan for completing the project tasks; (4) According to the implementation project work plan, teachers demonstrate the implementation process, distribute the work observation flow chart, let students record the operation process, organize students to operate in groups, and fill in the operation flow chart during the implementation process; (5) Teachers observe and ask questions, students fill in contact observation, oral and question lists as the basis of process assessment, and finally check the implementation effect of students as the basis of final assessment.
1.4 assessment and evaluation
The assessment of basic chemistry is based on items, and each item is divided into three parts: knowledge, skills and attitude, which are assessed separately and evaluated comprehensively. Curriculum evaluation is the accumulation of project evaluation.
Course assessment: the course assessment should be carried out separately according to the project, and the course assessment results are the accumulation of project assessment results. The results of each project in the course are assessed from three aspects: knowledge, skills and quality. The evaluation is based on the submitted results, answers, homework, usual performance and the results of group mutual evaluation. The assessment method can be a combination of paper, computer simulation and practical operation. Project assessment: members are assessed by teams and groups, and the assessment is conducted by means of operation and answering questions. Each group leader is responsible for the group assessment, collectively answering questions, and one person operates other members to evaluate, and then evaluates (ranks) the group members according to their contribution, operation evaluation and attitude. Teachers make an overall evaluation of students according to the scores of each group's answers, operational achievements and attitudes in the process of completing the project. The post evaluation results are divided into five grades according to A(90 points), B(80 points), C(70 points), D(60 points) and E(50 points). The assessment pays attention to application, closely follows the outline, and focuses on the knowledge highlighted or explained in the project; No digression, no strange questions.
2 Expectation of implementation effect
The project teaching method has a clear purpose, fully arouses students' interest and initiative in learning, and has achieved obvious teaching effects in curriculum reform and teaching reform in many domestic higher vocational colleges. After the implementation of project-based teaching, although the usual homework, unit experiments and skill training are passive for some students, from the overall effect of implementation, most students' learning enthusiasm has been significantly improved. While comprehensively improving students' professional skills, it also improves students' information processing ability, transaction processing ability, teamwork ability, communication ability, self-learning and management ability and innovation ability. More importantly, cultivating students' professional post consciousness and responsibility consciousness in the process of completing the project tasks is conducive to students' understanding of society and enterprises and promoting their sustainable development. For teachers, the concept of education and teaching has changed greatly, the teaching ability and practical ability of vocational education have been improved rapidly, and the experience and lessons of curriculum reform have been fully accumulated.
3 modular, project-based teaching problems
The implementation of project teaching is a process of reform and exploration. Judging from the current implementation effect of higher vocational colleges in China, project-based teaching has achieved certain success. This teaching mode is desirable and has practical value. In practice, project-based teaching has also encountered some problems that need to be solved urgently, which are mainly manifested in the phenomenon of mechanized operation such as project-based teaching completely replacing traditional teaching methods or project-based teaching not adopting traditional teaching methods. Sometimes, there will be some phenomena in the teaching process, such as the lack of specific links and details to implement the comprehensive quality training objectives, and the blind use and application of project-based teaching mode from the specific characteristics of subject courses. These problems need to be solved by deepening the reform in the future project teaching, so that the project teaching can be continuously improved and perfected.