Model essay on college chemistry 1: research on open inorganic chemistry experiment teaching
Aiming at the problems existing in the teaching of inorganic chemistry experiment course, in order to meet the requirements of scientific and technological development in the 2 1 century for talents' quality, the traditional experimental teaching mode was replaced by the open experimental teaching mode. Student-oriented, let students carry out open experiments, let students change passive learning into active learning, thus improving their comprehensive quality and practical operation ability.
Keywords: open inorganic chemistry experiment teaching reform
Chemistry is a science based on experiments, and experimental teaching is an important part of chemical theory teaching. To learn chemistry well, we must do a good job in experimental teaching. Inorganic chemistry is one of the four branches of chemistry, and it is a subject based on inorganic chemistry experiments. Inorganic chemistry experiment is the first basic experimental course for students majoring in Chemistry and Chemical Engineering and College of Life Science and Technology of Yangtze Normal University, and it is a stage that teachers and students have to go through in the combination of teaching and scientific research. Inorganic chemistry experiment has its uniqueness: first, there are many instruments and equipment used and many kinds of drugs; Second, the basic operations that students need to master are simple but diverse; Third, the experimental phenomenon is complicated. In order to improve students' comprehensive ability and give them more opportunities to practice experimental operation, it is necessary to reform the traditional experimental teaching mode, change closed experiments into open experiments, and let students carry out diversified, open and designed experiments, so as to cultivate high-quality talents to meet the needs of social development.
1 traditional experimental teaching mode
After years of teaching practice reform, inorganic chemistry experiment has formed a set of mature traditional experimental teaching mode. It is this traditional experimental teaching mode that makes many teaching problems in experimental teaching difficult to solve. For example, in the process of experimental teaching, the teaching form is a single explanation, and the content is the old content that has been used for many years; Teaching courseware has been used for many years without any innovation; Students only take medicine according to the teacher's requirements, and have no enthusiasm and initiative in learning, let alone creative thinking in the process of doing experiments; Poor experimental ability training; Unreasonable use of experimental equipment; The trained students simply can't meet the requirements of today's society for talents. With the development of society, there are more and more talents with high comprehensive quality, and it is impossible to cultivate high-quality talents needed by today's society according to the traditional experimental teaching mode. Therefore, in order to meet the needs of talents in today's society, we must break the traditional experimental teaching mode, change the teaching mode that stifles the cultivation of students' innovative thinking ability, and realize reform and innovation as soon as possible, so as to better give students room for development.
2. Open teaching mode
In order to cultivate innovative talents with high quality and ability, our research group reformed the teaching mode of inorganic chemistry experiment course for the first-year students in the College of Chemistry and Chemical Engineering, including 20 12, 20 13 and 20 14 grades. Mainly from the aspects of experimental content, experimental time, organization, teaching evaluation and so on.
2. 1 experimental content is open
The traditional experimental teaching content is a single basic experiment designated by teachers, which is not conducive to the individualized development of students. After the implementation of teaching reform, the content of open experimental teaching has changed greatly. Teachers will put forward several experimental modules according to the new curriculum objectives, including foundation, verification, synthesis, design, autonomy and so on. Basic and confirmatory experiments are experimental projects that every student must do and master, mainly to train students' basic abilities and lay the foundation for comprehensive, design and independent classes. Comprehensive and design classes include compulsory and elective experiments. Compulsory experiment refers to the compulsory experiment project put forward by the teacher, in which students choose several experiments, design their own experimental schemes and complete the experiments. Optional experiment module is a comprehensive experiment proposed by teachers to solve practical problems. The teacher only asks questions and doesn't provide specific solutions. On the basis of comprehensive application of what they have learned, students draw up feasible solutions according to the experimental resources of the laboratory, and complete the experiment independently, thus stimulating students' enthusiasm for learning and developing innovative thinking. Autonomous experiment is an experiment that students choose their own topics, draw up their own experimental plans and complete independently according to their own conditions, which is very personalized.
2.2 the beginning of the experimental time
Time opening is divided into regular opening and appointment opening: regular opening refers to students entering the laboratory to do experiments during working hours; Opening by appointment means that students enter the laboratory to do experiments on weekends and in winter and summer vacations by combining group appointments with individual appointments.
2.3 the opening of teaching organizations
The key to the success of open experimental teaching lies in the organization of guiding teachers. The specific plan is: first, divide the students into several groups, and each group sends a team leader, who is responsible for managing the members of the group and assigning tasks. After consulting a lot of literature, each group asked questions, then discussed the questions in groups, and finally made a topic, put forward the experimental design plan and handed it over to the teacher for review. If the experimental plan is not new, the teacher will not pass, and the students will make a new plan; If there is a new idea, the student union will make an appointment with the teacher to complete the experiment and submit the experimental report. The whole process of organizing the experiment is completed by students themselves, with students playing a leading role and teachers only playing a guiding role. But one thing is that teachers must know and master the overall situation of students' experiments in time to ensure the information feedback between teachers and students.
2.4 the openness of teaching evaluation
In the open experimental teaching, the examination forms should be diversified. The evaluation of experimental results is no longer a single general evaluation of experimental reports at ordinary times, but a combination of ordinary results and assessment of various projects. The specific evaluation method is: the total score of the semester course = the usual score (20%)+ the total score of the project assessment (80%). The usual grades are evaluated from the aspects of experimental attitude, attendance and preview according to the unified standard. The assessment results of each project are evaluated by actual operation, data recording, answering questions, experimental results, and completing written reports. During and after the operation of each project, the teacher immediately gives the results of each project operation according to the students' experimental operation, the answers to the questions raised by the teacher about the experimental content and the success of the experimental results. The written report is based on the experimental report. The score is: assessment score of each project = project operation score (60%)+ written report (40%). The total score of project assessment is equal to the average score of many project assessments.
3 Conclusion
Through the reform of 20 12, 20 13 and 20 14 inorganic chemistry experiment teaching mode for three consecutive years, good results have been achieved in inorganic chemistry experiment teaching. The whole teaching has undergone earth-shaking changes in teaching subject, teaching content, teaching method and teaching purpose. In the whole reform process, students are the biggest beneficiaries. They replace mechanical operators as the main body of teaching, which greatly improves students' comprehensive qualities such as cooperation ability, design ability, innovation ability and teamwork spirit. The reform of this teaching mode has well cultivated freshmen's independent thinking ability, made students make a qualitative leap in the transition period from high school to university, made students understand that learning is not passive but active, and also well developed students' personality, laying a good foundation for students' later learning stage.
References:
[1] litmus, Cheng Bing. Reform and Practice of Inorganic Chemistry Experiment Teaching [J]. Journal of Liaoning University of Traditional Chinese Medicine, 2007,9 (4): 206.
[2] Cao Gaojuan, Jiang Wenjing. Preliminary Suggestions on Teaching Reform of Experimental Chemistry in Agricultural and Forestry Colleges [J]. Educational Reform, 20 1 1, 9(24).
Zhao Xinhua. Inorganic chemistry experiment (4th edition) [M]. Higher Education Press, 20 14.
[4] Qi Hongbin, Liang Shuping, Jiang Hao. Construction of college chemistry experiment course system [J]. Experimental Technology and Management, 20 1 1, 28 (10): 122.
Model article 2 of college chemistry thesis: application research of case teaching method in medicinal chemistry teaching
Medicinal chemistry is an important course for pharmaceutical majors. The research of medicinal chemistry can not only effectively and reasonably apply the existing theoretical basis of chemical drugs, but also lay a theoretical foundation for the research of new drugs. At present, the teaching methods of medicinal chemistry are facing new challenges because of the continuous advancement of undergraduate teaching quality and teaching reform in universities all over the country. The author thinks that it is feasible to adopt case teaching method in the teaching of medicinal chemistry, which has certain progressive significance. This paper discusses the significance of case teaching method in pharmaceutical chemistry teaching and how to use case teaching method in pharmaceutical chemistry teaching.
Keywords: case teaching method; Meaning; applied analysis
Introduction to 0
Two new teaching methods commonly used in China's medical education reform are problem-based learning teaching method and case teaching method. These two teaching methods pay attention to students' active learning, rather than teacher-centered learning, and take cultivating students' comprehensive ability as the main task of learning. There are no two identical leaves in the world, and there are some differences between the two teaching methods: the different roles of teachers and the different requirements for students' autonomous learning ability. After years of comparative analysis in the medical field, the case teaching method is more suitable to be widely used in medical education in China.
1 the connotation of case teaching
Harvard Law School first put forward case teaching in 1870, focusing on cultivating high-quality, innovative and practical talents, which has been widely used internationally. Case teaching method was introduced to China in the late 1980s. It was first used in medicine and law, and later used in management and other disciplines. The case teaching method was introduced into China 100 years ago, and it has been accepted and widely used by more and more universities. After years of practical exploration, case teaching in China has gradually become standardized, which puts forward higher requirements for teachers and teaching environment. Case teaching plays an important role in the reform and development of higher education in China, and the interactive teaching combining theory with practice is its main essence. Case teaching is a teaching method that focuses on cultivating students' independent thinking ability and solving specific problems. Case teaching will simulate real cases in specific situations and let students experience, analyze and make decisions. The specific operation method of case teaching is that the teacher throws several questions according to the typical cases put forward by himself, and the students analyze and answer the questions raised by the teacher through reading, analyzing, thinking and discussing, and finally the teacher will summarize the students' answers. This process aims to improve students' logical reasoning and problem-solving ability, and fully mobilize students' learning enthusiasm and creativity. Case teaching will not only improve students' creativity and ability to solve practical problems, but also improve teachers' professional quality and innovative ability, so as to better realize teaching and learning.
2 the significance of case teaching method in pharmaceutical chemistry teaching
The forerunner of case teaching is to highlight cases, the foundation is problems, the subject is students, and the principle is teacher-led. The rational use of case teaching will have a far-reaching impact on medical education in China. Case teaching meets the requirements of strengthening the cultivation of medical students' practical ability in medical education in China. We should know that case teaching is not only a medical teaching method, but also a teaching concept and a brilliant student training method.
2. 1 the significance of case teaching method to students in the teaching of pharmaceutical chemistry
There are many students studying medicinal chemistry in China, and a common phenomenon among these students is lack of enthusiasm for medicinal chemistry, because medicinal chemistry has many knowledge points and covers a wide range, which is closely related to organic chemistry, pharmacology, pharmaceutical analysis and other disciplines. The structure, naming, synthesis, physical and chemical properties, metabolism and use of drugs are all things that need to be studied, but the relevance of these knowledge points is not high, which leads to students' poor impression and thinking ability. However, the current teaching activities can basically be summarized as structured classroom teaching, which has always adopted the teaching model of the former Soviet Union, ignoring students' participation and attaching importance to teachers' teaching; Do not pay attention to practical work and theoretical system. Therefore, strengthening students' impression in teaching and guiding students to actively understand and master relevant theoretical knowledge are the first problems to be solved in pharmaceutical chemistry teaching. A large number of experiments have proved that case teaching method is very effective in solving the above problems.
2. 1. 1 Case teaching can stimulate students' interest in learning.
Case teaching helps students change from passive learning to active learning. Case teaching requires students to learn more purposefully, and students will actively seek answers to questions they don't understand and consult materials in time, so students' learning enthusiasm will be higher. In addition, in the discussion of cases, students can exchange and discuss with each other, realize the enjoyment of knowledge, enhance students' communication skills and team spirit, and benefit students for life. It seems that case teaching is very helpful to stimulate students' interest in learning.
2. 1.2 Case teaching helps to improve students' comprehensive quality.
Case teaching is very helpful to improve students' ability to apply medical theoretical knowledge and analyze and solve problems in clinical practice by analyzing and thinking about problems and discussing typical cases. Case teaching can also train students' quick response ability and language expression ability.
2.2 the significance of case teaching method in the teaching of pharmaceutical chemistry for teachers and professors
Using case teaching, we can not only teach the content of learning according to the traditional mode, but also take cases as supplementary content. Case teaching can not only enrich the teaching content, but also help students actively explore the professional knowledge and skills hidden behind the case. Case teaching sets the classroom into a meaningful case situation and truly realizes teaching and learning. Case teaching can better realize teaching and learning, because case teaching requires teachers to have rich theoretical knowledge and practical experience. Moreover, it is necessary for teachers to have flexible teaching ability.
3 How to use case teaching method in pharmaceutical chemistry teaching
Case teaching is a challenge and change to the development of medicinal chemistry in China, which is accepted and loved by most students. Therefore, how to use case teaching method in the teaching of medicinal chemistry is also a problem that needs to be discussed.
3. 1 case introduction
According to the teaching process and teaching content, choose the right time to introduce cases, and of course, teachers should also choose the right cases. The introduction of cases can be interspersed in the classroom teaching of each chapter or after the end of a unit. Of course, case teaching can also be carried out in many ways. This can not only effectively cultivate students' self-study ability and problem-solving ability, but also test students' mastery and comprehensive application ability of unit theory knowledge.
3.2 Case study
Case teaching should encourage students to think positively and pay attention to cultivating students' divergent thinking and innovative thinking, so case teaching should take teachers as teaching guidance and students as discussion topics. Students can discuss and debate in groups and recommend a student to speak as a representative. In short, students' discussion methods are diversified, so they don't have to stick to one form.
3.3 Summary
After the students discuss the problems, teachers should sum up the comments in time, check the leaks and fill the gaps, and sort out the train of thought and context of case analysis. The teacher's summary should make students apply what they have learned, and the effect evaluation of case teaching can be carried out in two forms: examination or questionnaire survey to ensure that students can form a solid knowledge network in their minds in their future work and study.
4 abstract
To sum up, the application of case teaching is a change in teaching methods and teaching concepts. Through specific teaching practice, it is concluded that case teaching method is suitable for pathology, a discipline with strong theory and practice. In order to obtain better teaching effect, case teaching needs the unremitting efforts of pharmaceutical workers.
References:
[1] Wang Shisheng, Gao Zhigang, Song Qiling, etc. Application of multi-level case teaching method in pharmaceutical chemistry teaching [J]. Education and Teaching Forum, 2015 (15):14-165438+
[2] Zhou Jun, Wang Shuang, Liu Tengfei. Application of case teaching method in pathology teaching [J]. Basic Medical Education, 20 14(07):497-500.
[3], Zhao Baozhen, Cai, et al. Application of case teaching method in ultrasonic diagnosis teaching for eight-year medical students [J]. Journal of Naval Medicine, 20 15(04):375-376.
Yang Chunjiang, Wang Qiao, He Ying, et al. Problem-oriented, continuous improvement of case teaching in ultrasonic diagnosis practice class [J]. Chongqing Medical, 2015 (16): 2290-2291.
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