["建筑支持竞赛-竞赛培养教学-教学促进学习"封闭循环创新教学模式的构建和实践:微等离子体排放光谱仪设置和微量元素分析实验的案例研究]
Wan-Yi Xue1, Di Ke1, Xiao Zhang1
1College of Sciences,Northeastern University,Shenyang 110004,China.
Se pu = Chinese journal of chromatography
|September 24, 2025
概括
本研究介绍了化学教育的闭环教学模式,将实验教学与竞赛相结合,以培养创新人才. 该模型增强了实践能力,并通过实践仪器构建和分析来加深理论理解.
科学领域:
- 化学教育 化学教育
- 工具分析 工具分析
- 高等教育教学的教学.
背景情况:
- 传统的实验教学在桥梁理论和实际应用方面面临挑战,以培养创新的化学人才.
- 在人才培养计划中,科学研究和教学方法之间经常存在脱节.
- 东北大学的化学实验教学中心确定了化学教育中需要动态反机制的需要.
研究的目的:
- 为化学教育提出和验证一个创新的闭环教学模式.
- 解决科学研究和教学之间的差距,培养精英化学人才.
- 通过综合学习,增强学生的理论理解和实际解决问题的技能.
主要方法:
- 实施闭环教学模式:"建筑支持竞赛-竞赛培养教学-教学促进学习".
- 利用学科竞赛来获得实际反,并创建一个"竞争化→教学转型→能力反"机制.
- 进行一个为期4个小时的实验课程,包括独立构建微等离子体排放光谱仪和使用化物生成检测微量.
主要成果:
- 学生成功建造了一种介电屏障放电 (DBD) 微原子发射光谱仪器.
- 微量的检测表明在20-500μg/L范围内存在良好的线性关系 (R2=0.997).
- 实际施工加深了学生对原理和仪器设计的理解,提高了教学质量.
结论:
- 拟议的闭环教学模式有效地增强化学实验教学和人才培养.
- 该模型为化学的"高阶,创新和具有挑战性的"课程改革提供了一个可扩展的范式.
- 结合实验性构建与竞争性反,可以促进学生更深入的学习和实践能力.
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