基于雨课堂+企业微信+慕课的在线直播教学——以有机化学为例

主要介绍了基于雨课堂和企业微信双平台直播教学,以及同步慕课课程为辅的有机化学在线教学实践,并以教学实例展示了“学生为中心,教师为引导”的“疑探”式教学体系。该在线直播教学还融入以弹幕、微信群和小组作业为主的交互方式,注重学生与学生、学生与教师以及学生与教学资源的互动;通过构建多维度的考核体系,加强对学习过程的考核,提高学生学习的主动性和参与度。     

基于"SPOC+慕课堂+腾讯会议+微信群"的在线教学实践——以仪器分析课程为例

受新冠肺炎疫情的影响,高等学校教学活动转移到线上进行,如何化危为机,力保线上教学质量的同时探索与实践"教与学"的新模式是广大师生要共同面对的问题。联合应用"SPOC+慕课堂+腾讯会议+微信群"建立仪器分析课程"课前导学助学+课中讲学研学+课后督学思学"的一体化线上教学新模式,经初步实践教学效果较好并能为在线教学提供参考。     

基于“腾讯会议+课堂派”的有机化学课程在线教学实践

Online teaching is an important measure to carry out the "no suspension of classes" during novel coronavirus pneumonia, how to make online teaching more effective is currently the major problem. In this paper, selecting Tencent Meeting and Ketangpai as the teaching platforms, complementary with the respective advantages of the other process evaluation platforms, a new form of online teaching of organic chemistry courses was built by three approaches including reorganizing teaching resources, innovating teaching activities and reforming teaching evaluation. It provides reference for the effective implementation of online teaching.     

“翻转课堂+混合式”教学模式在物理化学实验课程中的探索与实施

在前期混合式教学改革的基础上,将翻转课堂应用于物理化学实验教学中。教学过程包括：课前在线学习、线下课堂展示、讨论与实验操作,以及课后巩固与提高。采用定量研究和问卷调查验证了这种教学模式的有效性。研究结果表明,这种教学模式有助于提高学生的学习成绩,培养学习自主性,激发学习热情,提高课堂参与度。     

Mean potential statistical theory of the H+ + D2 → HD + D+ reaction

The reactive collision process H(+) + D(2)(ν = 0, j = 0) → HD + D(+) is theoretically analyzed for collision energies ranging from threshold up to 1.3 eV. It is assumed that the reaction takes place via formation of a collision complex. In calculations, a statistical theory is used, based on a mean isotropic potential deduced from a full potential energy surface. Calculated integral cross sections, opacity functions, and rotational distributions of the HD products are compared with recent statistical and quantum mechanical calculations performed using a full potential energy surface. Satisfactory agreement between the results obtained using the two statistical methods is found, both of which however overestimate the existing quantum mechanical predictions. The effects due to the presence of identical particles are also discussed.     

“微信群+翻转课堂”教学模式的学生高分子化学实验设计能力的培养

针对国内高校高分子化学实验设计能力培养存在的不足,将"微信群+翻转课堂"教学模式引入高分子化学实验教学,教师用微信将教学视频材料和学习资料课前群发给学生,将"课堂讲解"移至课前,调整高分子化学实验课堂内外的时间,有助于教师对学生进行高分子化学实验设计的训练,培养学生高分子化学实验设计能力。培养学生高分子化学实验设计能力的方法有:分类指导高分子化学实验设计,强化高分子化学实验设计方法,训练高分子化学实验设计步骤。     

HNCO+OH->H2O+NCO的反应机理

采用从头算分子轨道法 (UHF/6 31G 水平 ,并用MP4加以相关能校正 )研究了HNCO OHH2 O NCO反应机理 .同时用Morokuma数值法获得了反应途径即内禀反应坐标 (IRC) .沿着IRC ,运用反应途径哈密顿理论 ,获得反应途径动态学信息 .在此基础上 ,根据过渡态理论和相应隧道效应校正 ,计算了在不同温度下的反应速率常数 ,得到了和实验相一致的结果 .计算结果表明 ,此反应是一步直接型的抽提H反应 .     

Ab Initio Study on the Reaction of La~+ + CH_4→La+-CH~2 + H_2

ＡｂＩｎｉｔｉｏＳｔｕｄｙｏｎｔｈｅＲｅａｃｔｉｏｎｏｆＬａ＋＋ＣＨ４→Ｌａ＋－ＣＨ２＋Ｈ２ＲｏｎｇＳｈｕｎＺＨＵ；ＳｈｕＳｈａｎＤＡＩ（ＤｅｐａｒｔｍｅｎｔｏｆＣｈｅｍｉｓｔｒｙ，ＹｕｎｎａｎＵｎｉｖｅｒｓｉｔｙ，Ｋｕｎｍｉｎｇ６５００９１）Ａｂｓ...     

Cl+F2→ClF+F和F+ClF′→ClF+F′反应机理的密度泛函理论研究

用密度泛函理论(DFT)B3LYP方法, 在6-311G基组下,计算研究了反应Cl+F2→ClF+F和对称反应F+ClF′→ClF+F′的机理。求得前者的过渡态为三角形,活化能为15.57 kJ*mol-1;后者的过渡态为线形和三角形,活化能分别为11.52和196.25 kJ*mol-1。结果均经过振动分析和IRC计算验证。     

Ga3+对Ce3+光致发光的影响

研究了Ｇａ３＋在ＳｒＳ∶Ｃｅ和ＳｒＧａ２Ｓ４∶Ｃｅ薄膜电致发光（ＴＦＥＬ）材料中的作用及其对Ｃｅ３＋发光特性的影响。在ＳｒＳ中掺入Ｇａ２Ｓ３并烧结，发现Ｇａ３＋的浓度增加时，Ｃｅ３＋的发光显著向短波方向移动，激发谱中对应于ＳｒＳ带间吸收的激发峰相对减弱，而对应于Ｃｅ３＋的基态到激发态跃迁的激发效率相对提高，并出现逐渐增强的ＳｒＧａ２Ｓ４的带间吸收。Ｇａ３＋的引入使Ｃｅ３＋周围的配位场发生变化，相应的能级分布有所改变，Ｓｒ２＋离子性的增强和Ｃｅ３＋－Ｃｅ３＋相互作用的减弱对Ｃｅ３＋发光特性有显著影响。     

混合式教学在“有机化学实验”课堂教学中的应用

Combining the teaching and learning actuality of organic chemistry experiment in Yuxi Normal University, the blended teaching reform based on rain classroom was introduced in this paper. The influence of mixed teaching mode on teaching and learning was discussed from the changes of teacher's teaching, student's learning and evaluation mode. The flip of traditional classroom and the change of roles of teachers and students was realized by the Online and offline teaching mode. The extraction of caffeine from tea was applied to expound the specific application of hybrid teaching in experimental teaching. The practice proved that mixed teaching helped students to improve self-learning ability, innovation and entrepreneurship and comprehensive applied ability.     

转动课堂在分析化学教学中的应用

"转动课堂"是渤海大学依据地方综合性大学的人才培养目标,借鉴国内外的课堂教学模式引申而来,将课堂精讲与师生互动紧密结合,个性化培养学生的创新能力和动手能力。本文介绍了分析化学结合学科特点及转动课堂核心理念,设计自学、精讲、互动等8个教学环节以提高课堂效率。这种课内课外协同互补的教学模式,激发了学生学习分析化学课程的热情,课堂教学质量及学生学习效果明显提高。     

在线课程与翻转课堂相结合的大学化学混合式教学实践

介绍了自2017年以来天津大学大学化学课程使用在线课程和翻转课堂相结合的混合式教学实践,包括课程的组织模式、翻转课堂内容的选择、翻转课堂课时与课程总课时的比例、期末成绩分析和教学反思等。教学实践结果显示,选取学生在中学化学有一定基础的知识点作为教学内容,课时占课程总课时的30%–50%时进行翻转课堂教学,教学效果明显好于完全传统教学的平行对照班。     

基于雨课堂的任务导向式化学专业英语教学模式探索与实践

针对传统化学专业英语教学中存在的问题,提出将任务导向与雨课堂相结合的教学模式运用到专业英语课程的教学中。分析了任务导向与雨课堂相融合的特点,阐述了在专业英语教学中实施以雨课堂为基础的任务导向式教学环节与方法,利用问卷调查和定性对比方式考查了教学效果。结果发现,该教学模式能够显著地提高课堂气氛、师生互动度和学生参与度;融合雨课堂能显著提高任务教学的效果;雨课堂能一定程度地改善日常教学管理;该教学模式对学生兴趣和学业成绩的提高具有促进作用。     

基于微课的翻转课堂教学模式在分析化学实验教学中的探索

分析化学实验是大学化学实验的重要内容,是分析化学课程学习中不可缺少的组成部分。为了提高分析化学实验教学质量,提升学生动手能力、分析问题和解决问题的能力以及创新能力,解决传统教学模式存在的主要问题,对分析化学实验教学模式进行了改革探索。将以微课为基础的翻转课堂教学模式引入到分析化学实验中,激发学生的实验热情,提高学生综合实验技能,巩固基础理论知识,培养了科学研究思维,真正实现创新性人才培养目标。     

有机化学实验短视频辅助实验课堂教学研究

以正溴丁烷的制备实验为教学案例,对有机化学实验短视频辅助实验课堂教学模式进行了探索。该种教学模式能有效地激发学生的学习兴趣,促进学生对实验内容的理解和掌握,改善课堂教学效果。     

大学化学多维度教学模式探索

Aiming at the dilemma of the traditional university chemistry teaching mode, this paper explores the multi-dimensional teaching mode from the perspective of "student-centered" and "process management". The teaching mode focuses on the four dimensions of "acceptance, application and expansion" of knowledge and "improvement" of ability. It introduces eight teaching sections, including classroom teaching, classroom practice, classroom question and answer, tutoring and answering after class, homework, classroom speech, course essay and extracurricular practice. This teaching mode has achieved initial results and provided an opportunity for students to expand their knowledge and enhance their ability.     

翻转课堂教学模式在普通化学教学中的应用与评价

首次探讨了在普通化学民族班教学中应用"翻转课堂"的教学模式,并就教学效果进行了评估。翻转课堂教学模式充分调动了民族班学生的学习积极性和主动性,同时提高了教师的教学水平,取得了较好的教学效果。为在对母语为非汉语的学生开设的普通化学课程教学中逐步采用"翻转课堂"教学模式替代传统教学模式提供了成功的经验。     

利用无机化学在线课程资源，开展翻转课堂的教学实践

During the years of 2015 to 2018, the inorganic chemistry course in Tianjin University has gradually transited from small private on-line course (SPOC) to flipped classroom. Flipped classroom teaching practices were carried out at more than 30 classes at our university by the sufficient use of on-line course resources. These practices effectively improve the quality of teaching, and greatly solve the problem of poor learning initiative and low participation of the students existing in current traditional teaching model. This article in detail introduces and summarizes the following four aspects, including transition of teaching modes, construction of online resources, online and offline supervising, test scores analysis and teaching thought. The effective ways for flipped classroom mode are discussed to improve students' knowledge and learning ability. And it also provides references for teachers to carry out their classroom teaching reform.     

计算化学辅助无机化学课堂教学模式的探索

According to the characteristics of inorganic chemistry and in view of the current problems in classroom teaching of inorganic chemistry, the computational chemistry assisted teaching model has been introduced in this paper. The implementation of this innovative model is not only helpful for students to understand the difficult knowledge of inorganic chemistry, but also popularize the practical application of computational chemistry, which provides an opportunity for the establishment of the big data platform of chemistry in colleges and universities.