Thesis title: Discussion on experimental teaching methods of organic chemistry in universities.
Abstract: This paper discusses the organic chemistry experiment in colleges and universities. Level three? Explore the gradual teaching mode, aiming at? Level three? Experimental content: Basic normative experiment, comprehensive design experiment and research exploratory experiment are designed respectively. Asking questions leads to interaction? 、? Task-oriented participatory? 、? Inquiry based on seminar? The three experimental teaching methods have promoted the cultivation of students' independent learning, independent experiment and independent innovation ability, and improved their comprehensive quality.
Keywords: experimental teaching; ? Level three? Methods; design
As an important practical teaching link in higher education, experimental teaching is an important teaching means to cultivate students' comprehensive quality and innovative ability. Therefore, we should explore the mode and method of experimental teaching in colleges and universities to cultivate students' independent learning, independent experiment and independent innovation ability. Three autonomy? ) ability is an important research topic in experimental teaching in colleges and universities [1-2]. Organic chemistry experiment is a compulsory basic course for students majoring in modern chemistry, such as chemistry and chemical engineering. In recent years, the Basic Chemistry Experiment Center of Zhejiang University of Technology has redesigned the course content of organic chemistry experiments and constructed three levels of experimental content, namely, basic normative experiments, comprehensive design experiments and research exploratory experiments; In terms of teaching methods, different contents are formed in different ways. Level three? The gradual teaching characteristics fully reflect the teaching concept of teacher-led and student-centered; Cultivate students? Three autonomy? Remarkable achievements have been made in the ability, and as the construction unit of the national experimental teaching demonstration center, it has given full play to the role of demonstration and radiation.
1. Organic chemistry experiment? Level three? Design concept of progressive experimental teaching mode
Most universities conduct organic chemistry experiments in the first and second years. According to the requirements of students' knowledge and ability structure in different learning stages (junior year), the research group divided the content of organic chemistry experiment into three levels: basic normative experiment, comprehensive design experiment and research exploratory experiment, so as to cultivate students' independent learning, independent experiment and independent innovation ability step by step and improve their comprehensive quality. ? Level three? The idea of progressive experimental teaching design is shown in figure 1:
The first level is the basic normative experiment, which is the basis for students to learn the basic principles and basic operation skills of organic chemistry experiments, and also the key to cultivate students' realistic and rigorous scientific attitude, good scientific research literacy and good laboratory work habits. The second level is comprehensive design experiment, which is an important link to train and consolidate students' basic operation, and also a process to improve students' autonomous learning ability and experimental ability. The third level is research and exploratory experiment, which is the process of expanding ideas, improving the quality of scientific research, cultivating innovative consciousness and exercising innovative ability.
Second,? Level three? Hierarchical design of progressive experimental teaching mode
Research group trains students? Three autonomy? Ability as the goal, around the organic chemistry experiment? Level three? Three teaching methods are explored and designed. Basic specification experimental adoption? Asking questions leads to interaction? Teaching aims at mobilizing students' thinking, focusing on cultivating students' standardized experimental operation skills and autonomous learning ability; Comprehensive design experiment adoption? Task-oriented participatory? Teaching can stimulate students' enthusiasm for learning and cultivate students' autonomous learning and experimental ability; Research exploratory experiment adoption? Inquiry based on seminar? Teaching is guided by scientific research problems and cultivates students' independent exploration and innovation ability.
1. Basic specification experiment? Problems lead to interactive teaching.
The basic standard experiment of organic chemistry includes basic operation and basic experiment of organic chemistry, aiming at strengthening the training of basic operation skills and laying a solid foundation. Using questions to guide interactive teaching is mainly accomplished through the following three links:
First, before the experiment, teachers should set questions around the teaching objectives of each experimental content, so that students can preview the questions, draw up solutions to the problems, cultivate students' autonomous learning ability and improve the effect of experimental preview.
Second, teachers should inspire students' thinking, mobilize students' thinking and guide students to debate in experimental classes; Expand students' thinking while discussing problems interactively; I have a deeper understanding of the content of the experiment and am fully prepared for the hands-on operation. Third, teachers sum up comments, students sort out ideas and draw conclusions. Through this teaching method, students can think clearly in the experimental operation and the error rate is greatly reduced. At the same time, the problems in the experiment will be found in time, which is conducive to cultivating students' ability to study, analyze and solve problems independently and cultivate students' good experimental habits of being diligent in thinking, good at thinking and careful observation. The above process can be demonstrated by the model design in Figure 2.
2. Comprehensive design experiment? Task-oriented participatory teaching.
What is the purpose of cultivating students in experimental teaching? Three autonomy? Ability, we must create the necessary conditions for them in the experimental class, so that students can develop their unique thinking ability and hands-on ability by designing their own experiments and participating in them [3]. The comprehensive design experiments of organic chemistry are some classic and representative comprehensive experiments. The purpose is to improve students' comprehensive experimental ability while strengthening comprehensive experimental training. Task-oriented participatory teaching is a kind of teaching with specific teaching content as its task. Before the experiment, teachers should break down the tasks, and students should participate in the design, explanation, operation, discussion and performance evaluation of the experiment in a team way. This way of role exchange can effectively stimulate students' learning interest and potential, and students' autonomous learning ability, language expression ability and self-confidence will be greatly improved. At the same time, students' independent experimental ability will be significantly enhanced and their sense of innovation will be improved [4]. Because this method is completed by the student team and the teacher, at the beginning of the semester, the teacher needs to announce the experimental teaching task to the students and form a team, usually 5-6 people as a team. The teaching process design model is shown in Figure 3.
3. research exploratory experiments? Discuss inquiry teaching.
Research and exploratory experiments are mainly based on basic normative experiments and comprehensive design experiments. Experimental device? Synthesis, design and research? On the whole, taking the cultivation of scientific research ability and innovation ability as the goal and taking into account the connection between experimental content and practice can lay a good foundation for students' future employment and scientific research work. Research-oriented teaching means that students consult literature, conduct research and discussion according to the purpose of a special topic, design and implement experimental methods, steps and instruments by using relevant knowledge and skills, and finally analyze, discuss and evaluate the results. Scientific inquiry? Learning [5]. It mainly goes through four stages: experimental preparation, opening report, process exploration and popularization. After such training, students learn to consult the literature, design the experimental scheme, determine the experimental steps, choose their own experimental instruments and operate the whole experimental process by themselves; Find problems and solve them yourself; At the end of the experiment, each group of students finished a research paper? Small paper? And write an experimental feeling. This process introduces the thinking mode and method of scientific research into teaching, improves students' comprehensive utilization of existing knowledge and innovative scientific research quality, and gives full play to students' enthusiasm and creativity of independent learning and active exploration. The design of the teaching process is shown in Figure 4.
? Level three? Gradual experimental teaching has achieved remarkable results through experimental research in the School of Chemical Engineering, Zhejiang University of Technology, but? Teaching uncertainty? Only by constantly improving and innovating experimental teaching methods can students' initiative, enthusiasm and creativity be effectively brought into play and the quality of experimental classroom teaching be improved.
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