共查询到19条相似文献,搜索用时 296 毫秒
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随着基础教育课程改革的推进,福建省三明市梅列区初一学生用上了新一轮课程改革后的新教材。初中化学由于学科特点,2004年秋季才能用上按课程标准编制的教材,而新的形势要求初中化学教师在现行初中化学教学中必须渗透新课程理念。在现行教材中渗透新课程理念,既是教师自身完善的需要,更是学生发展的需要。既然如此,我们初中化学教师不得不思考:现行初中化学教材在教学中,如何渗透新课程倡导的以科学探究为主的多样化的学习方式?探讨这一问题对初中化学教师在2004年面对现在初一学生,能够在新课程理念下,为了每位学生的发展,自如地进行初中化学课堂教学,具有深广的现实意义和价值。 相似文献
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变式实验教学的提出与实施对于强化实验教学,提高化学教学质量,培养学生能力,优化学生的思维品质都有着极为重要的意义,笔者在了解了变式实验教学的实验全过程,总结和推广该项研究成果的同时做出一些自己的思考。 相似文献
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Hui-Yan YOU 《大学化学》2016,31(10):35-38
Based on the chromatography course,we discussed how to cultivate students' interest and creative ability by using heuristic teaching and research teaching mode.Some examples used during the practice were given in the paper.The practice has proved that both teaching modes are important for further improving students' knowledge. 相似文献
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在传统的大学化学实验教学中,学生以被动接受为主,学习交互性差,自主思考不足,不利于学生综合素质的培养和创新能力的提高。随着互联网技术的飞速发展,基于各种信息化手段的教学模式应运而生。课立方系统可集预习系统、微信公众平台、翻转课堂等多种教学模式为一体,形成以学生为中心的全周期智能化教学模式,实现学生的实验课前练习测试、课堂数据记录、课后作业互评讨论等多种功能。实践表明,课立方系统应用于大学化学实验课程教学,能够有效提高化学实验课的教学效率,并且大大促进学生的自主学习,为互动式大学化学实验教学注入新的活力。 相似文献
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教材中演示实验或探究实验是针对某一个实验原理引导学生学习化学知识与实验操作技能、验证化学原理、训练科学思维.理论指导实践的化学实验教学模式旨在引导学生用学习过的化学知识和化学实验技能对未知领域进行综合性探索,学习新知,培养创新能力. 相似文献
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Qianying Sheng Wenqing Zhang Yan Wang Yi Zhao Haiyan Liu Junhong Qian Bo Zhang Qing Wang Ping Hu 《大学化学》1986,36(1):2002027-0
In order to solve the issues of traditional teaching methods in the undergraduate basic theory course, the blended learning mode was put forward by taking analytical chemistry as an example. With concept of student-centered, personalized teaching, together with assistant means, was introduced to achieve the breakthrough in solving the problems. We hope to reinforce the adaptability and targeting of the course teaching. 相似文献
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In the analytical chemistry laboratory, students were divided into the experiment group and the control group. We adopted the mixed teaching mode, which highlighted the designing Bloom's cognitive goals for education, as well as blending the flipped classroom and the problem-oriented teaching for the experiment group to explore an appropriate teaching mode, aiming at fostering the ability of lifelong learning mainly based on the self-regulated learning. By contrast, the traditional teaching mode was used in the control group. At the end of the course, the effect of the mixed teaching mode was evaluated according to interviews, messages on the teaching platform and the unified test. The results showed that the teaching effect of the mixed teaching mode was better. Moreover, all the students of the experiment group preferred the mixed teaching mode. The teaching practice proved that it was favorable for students to set study goals and build the corresponding self-regulated learning strategies. 相似文献
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According to the current status of physical chemistry teaching and problems in teaching activities, a comprehensive analysis was carried out, and a teaching mode of project-driven flipped learning was proposed. The project curriculum was optimized and designed to effectively carry out innovative teaching activities. Combined with the teaching content in the chapter of surface interface phenomenon, the specific implementation strategy of this new teaching mode is explained with specific teaching cases. This model helps to cultivate the independence of students thinking and learning autonomy, stimulates students' enthusiasm for learning, and significantly improves the quality and effect of classroom teaching. 相似文献
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Colligative properties of dilute solutions are the basic contents for chemistry, chemical engineering and biomedicine majors. The teaching model of multidimensional interact takes teachers as the leader and students as the main body. Through the multi-dimensional interaction among teachers and students, students and groups, students' interest in learning, strong sense of cooperation and independent learning ability can be cultivated. This paper introduces the implementation process of the multi-dimensional interactive teaching mode of "colligative properties of dilute solutions", which includes clarifying the purpose of interaction, constructing learning groups, raising interactive questions, launching interactive activities and implementing interactive evaluation, etc. Multi-dimensional teaching goals can be achieved through group explorations, group presentations and group discussions. 相似文献