巧用逻辑思维方式 讲活无机元素化学——以铜族元素的教学为例

针对铜族元素的知识特点,以逻辑思维方式精心设计教学过程,引导学生深刻剖析元素化学中物质结构和物质性质等方面间的逻辑关系,从而实现通过课堂教学培养学生思维能力、尤其是逻辑思维能力的目的。详细分析了铜族元素知识体系的教学方法,为元素化学的教学改革展示了一种范例。     

Ethanol-driven Room-temperature Synthesis of Potential Green-emitting Phosphors: a Case Study of Tb~(3+)-doped CaHPO_4

A novel green nanophosphor CaHPO_4:Tb~(3+) was synthesized via a room-temperature co-precipitation route driven by ethanol solvent. X-ray powder diffraction(XRD), scanning electron microscopy(SEM) and photoluminescence spectroscopy(PL) techniques were utilized to characterize the structure, morphology and fluorescence performance of the obtained powders. The results demonstrated that the prepared samples were well crystallized with triclinic phase CaHPO_4 structure and particle-like morphology. Photoluminescence measurements indicated that CaHPO_4:Tb~(3+) had a strong absorption peak at 370 nm and exhibited characteristic emissions with several sharp peaks corresponding to the transitions 5 D4 → 7 FJ(J = 6～3) of Tb~(3+). Moreover, the luminescence optimum concentration for CaHPO_4:Tb~(3+) was determined to be 11 mol%, which might be a promising green-emitting phosphor for display applications.     

硼化学教学中融合性应用PBL与LBL模式的教学实践探索

以硼化学的教学为例,阐述了LBL教学法中,融合PBL教学模式核心理念的元素化学课堂教学实践活动：将教学内容设计成若干问题,以问题引导法组织教学,通过激发思考和启发讲解实现学生主体作用与教师主导作用的互动。实践证明,这对提高课堂教学效率、改善教学效果很有帮助。