摘要
介绍一个结合4种教学策略(情境教学、探究性学习、合作学习、混合式教学)面向非化学专业类大一学生开展元素化学教学的案例。以垃圾分类为主题,学生分组协作完成探究性学习任务,调查不同种类垃圾中存在的化学元素及其用途,通过线下课堂展示、线上成果共享以及校外推广等3项活动传播探究结论。对比活动前后收集的数据,活动前有75%的学生只认识原子序数前20的化学元素,活动后学生认识的元素数量明显增多,平均值是原来的1.7倍。元素中文名称与元素符号记忆混乱的情况得到改善。最后问卷调查表明活动提高了学生上课的积极性并且对了解生活中的化学元素有帮助。
This paper introduces a case of elementary chemistry teaching for freshmen of non chemistry majors by combining four teaching strategies(context-based teaching,inquiry-based learning,cooperative learning,blended learning).With garbage classification as the theme,students collaborated in groups to complete discovery learning tasks,investigated the chemical elements and their uses in different kinds of garbage,and disseminated the conclusions through three activities:offline classroom display,online achievement sharing and promoting chemical knowledge outside school.Compared with the data collected before and after the activity,75%of the students only knew the chemical elements in the top 20 of atomic number before the task.After the activity,the number of elements learned by the students increased significantly,the average value was 1.7 times of the original.The confusion of Chinese name and chemical symbol was improved.Finally,a questionnaire showed that the activity had increased the students’enthusiasm in class and helped them understand the chemical elements in life.
作者
黎卓熹
魏洁书
成燕琴
LI Zhuo-Xi;WEI Jie-Shu;CHENG Yan-Qin(School of Pharmacy,Xinhua College of Sun Yat-Sen University,Guangzhou 510520,China)
出处
《化学教育（中英文）》
CAS
北大核心
2021年第6期88-93,共6页
Chinese Journal of Chemical Education
基金
中山大学新华学院2018年“互联网+”混合式教学模式改革项目(2018HHJG017)
2019年校级高等教育教学改革项目(2019J036)。
关键词
元素化学
情境教学法
探究性学习
合作学习
混合式教学
chemical elements
context-based teaching
inquiry-based learning
cooperative learning
blended learning
