Textbook Questions in Context-Based and Traditional Chemistry Curricula Analysed from a Content Perspective and a Learning Activities Perspective

In this study, questions in context-based and traditional chemistry textbooks were analysed from two perspectives that are at the heart of chemistry curricula reforms: a content perspective and a learning activities perspective. To analyse these textbook questions, we developed an instrument for each perspective. In total, 971 textbook questions were analysed. Textbook questions in context-based and traditional curricula appeared to differ significantly in their orientation on content and in the activation to engage students in certain learning activities. Although traditional curricula included more questions that stress traditional chemistry content and included more reproductive chemistry questions than context-based curricula, they were not always as traditional as we had expected. Context-based chemistry curricula focused more on chemistry content relating to societal/technological issues and chemistry theory development and also more questions were included that activate students to regulate their own learning. However, context-based chemistry curricula still included a considerable amount of traditional chemistry content and did not focus as much on higher order learning as we had expected. The developed instruments might be helpful in chemistry curricula design to gain insights into the content which is stressed and how students are activated by textbook questions to engage in learning.     

化学课堂教学中"学习策略"教育初探

本文结合初等教育专业化学学科教学实际，从化学课程教学的各个环节和过程，探究落实化学“学习策略”教育的一般途径和措施。     

化学教学中研究性学习的实施

研究性学习鼓励学生以类似科学研究的方式,进行主动探究、自主学习。在化学学科领域里渗透研究性学习有利于素质教育的全面实施,有利于培养学生的创新能力、实践能力、问题意识、合作意识,以及关注化学与自然、社会、生活的联系,而不仅是化学知识的传授和掌握。化学教学中研究性学习的实施,将促进教师的教育观念、教学内容、教学方式以及学生学习方式的根本变革,推动化学教育教学改革进一步深化,全面提高化学教学质量。     

对高师化学专业教学计划改革的思考和认识

指出了高师化学专业旧教学计划存在的缺陷,讨论了新教学计划产生的原因,提出了设计新教学计划的指导思想     

建构主义学习理论与化学课堂教学

建构性学习是一种自我调节的学习,建构主义学习理论强调在教学中应以学生为中心,教师是意义建构的帮助者,在课堂教学实践中利用情境、协作、对话、意义建构等要素充分发挥学生的主动性、积极性和创新精神,使学生能有效地实现对所学知识的意义建构。根据建构主义学习理论,对化学教学方式方法进行探讨。能使化学教学更好地适应时代和社会的要求。     

探究式学习在概率统计教学中的实践

提出了探究式学习的核心是"问题",探究的过程包含如何探索问题和如何研究问题两个方面。介绍了在概率统计的教学实践中,通过把多种教法和学法渗透于探究的过程中,达到提高教学效果的目的。     

化学教学渗透绿色化学教育的策略

绿色化学对人类可持续发展、环境保护等重要领域有重要的深刻意义，在大学化学教学中，实施绿色化学教育可通过当前我国绿色化学的重大成果、辩证统一的哲学思想、食品安全问题、人类发展中普遍的问题、化学实验等方面渗透绿色化学教育，从而提高大学生的化学素养和环境保护意识，增强社会责任感．     

绿色化学教育的探索与实践

在绿色化学思想的指导下,用预防化学污染的新思想、新方法和新技术,对常规实验进行改革,从而极大地减少实验室“三废”,降低污染的程度和不必要的浪费,构建“绿色化学实验室”．从实验教学实际出发,通过更新化学实验内容、发展微型实验、选用环境友好的化学试剂和反应,降低实验成本、提高安全性,从源头上防止污染．在实验教学中向学生灌输“绿色化学”观念,培养学生环境保护和可持续发展意识．     

化学教学中的人文教育

人文教育是素质教育的重要一环。结合具体知识，利用化学教学中德育、美育、伦理功能，培养学生的良好的人文素质，使素质教育和理论知识学习有机结合，有效提高教学实效。     

思维导图助力“环境化学”课程的“教”与“学”

"环境化学"课程采用思维导图的方法进行教学,将课程中复杂凌乱的知识点整理归纳在一张思维导图上,在授课过程中,逻辑结构和知识内容一目了然,便于教学。同时通过学术沙龙、分组授课、小组作业等方式对学生进行强化训练,学生在学习过程中,愿意采用思维导图的方式进行学习和复习,提高了学习效率。思维导图为"环境化学"课程的教与学提供了一种实用高效的工具和方法。     

化学与社会教学模式改革与创新

化学与社会课程教学在工科院校自然学科教学中占有重要地位。本课程将化学与物理、生物多个学科都紧密相连。在与其他专业相结合的过程中,可以形成某个新的科研领域,因此对化学与社会课程的深入探究将是推动科学技术和社会发展的重要动力。基于化学与社会课程的重要性,高校一直以来都十分重视该课程教学工作的开展,并将其纳入到教学改革计划中。但受各方面因素的影响,使得目前高校化学与社会课程在教学过程中仍存在一定的不足,从而影响了课程作用的充分发挥。为此,文章对当前化学与社会教学中存在的问题进行了论述,进而提出策略,为化学与社会的教学发展提供更多参考。     

应用化学专业无机化学教学改革与实践

无机化学是应用化学专业的重要基础课之一,本文结合专业特点和学院办学定位,对无机化学的课程体系、教学内容及教学方式等进行了一系列的改革尝试。实践证明,这些改革激发了学生的学习兴趣,培养了学生的能力,提高了教学质量和水平。     

An Evaluation of Using Data Set in Teaching and Learning within a Further and Higher Education Context

Abstract

This study aims to establish the effectiveness of an industrial data set in the delivery of an active approach to teaching and learning across a range of programme levels from NVQ to MSc within Further Education (FE) and Higher Education (HE) Institutions in North Wales. The result described in the paper reinforces in FE and HE the advantages of active learning involving an industrial data set as a link between theory and practice. Implementing the data set as a learning resource, combined with field visits allowed an active approach to teaching and learning. For the FE groups this was an established approach, while not so for the HE institutions. The use of an industrial data set by adopting an active approach was found to be effective, as judged by student satisfaction, enriched the educational experience for both FE and HE groups. The overall response for all questions by all groups for the Strongly Agree/Agree categories (SA/A) was between 86% and 95%. The Disagree (D) responses ranged from 0% to 3% and the Undecided/Blank/Not Applicable (UD/B/NA) ranged between 5% and 14%. Students found the lectures of interest and enjoyed active learning. The analysis has heightened the benefits of relating education to its respective industry and adopting an active approach for all programme levels within FE and HE.     

有机化学教学过程中应注意的几个“结合”

在有机化学教学中，注意教学内容与学生所学专业结合、理论教学与实验教学结合、知识传授与习题解答结合、多媒体手段与传统教学手段结合，可以取得良好的教学效果。     

论网络化学资源的获取及在中学化学教学中的应用

随着计算机的普及,网络技术的发展,互联网上的大量信息可以为化学教学提供丰富的资料.它不仅可以充实课堂内容,还可以培养学生自主学习能力、增加课堂的实践性与趣味性性等等。该文就化学网络资源的获取以及运用于中学化学教学中的一些问题进行初步的探讨。     

网络研究性学习中的教与学

网络研究性学习是一种崭新的教学模式，是现代教育技术发展的产物，是现代课程与教学论研究的热点。本分析网络研究性学习的特点，研究网络研究性学习过程中教师与学生的关系，并阐述了教师在网络研究性学习各个阶段的职能。     

应用化学专业化学分析实验内容及教学模式改革初探

针对新建区域本科高校应用化学专业的化学分析实验教学在课程内容和教学模式上进行了探索,提出分析化学实验教学新体系,初步探索与实验内容相匹配的示范——模仿(基本操作)——方法训练——方法运用——问题解决的教学模式并运用于教学实践。     

图示法在化学教学中的作用

图示法是一种新的化学教育研究方法.该文提出利用图示法在化学教学中可以提高学生的学习兴趣、培养学生的各种能力、发展思维能力;有利于突出教材的重点及难点;可以优化知识结构,形成知识体系,增强学生对知识的理解和记忆,还可以使计算简化;有助于教师获得反馈信息,检查教学效果.     

地方院校应用化学董业“无柳化学”教学硇搽索

以一般地方本科院校应用化学专业“元机化学”课程为研究对象,对其进行了一系列教学模式与方法的探索。教学活动多以小组为单位开展,设置了随堂测试、章节小结、主题报告、互动积极性、学习小组互评考核体系。实践结果表明,“任务驱动”为核心及有效的多元化监督考核体系取得了较好的效果。     

Inside the Black Box: On the Concepts “Teaching” and “Learning” and the Connections Between Them

ABSTRACT

In this paper, I discuss the concepts “teaching” and “learning” and investigate the connections between them. Starting from the perspective on teaching and learning expressed in The European Qualifications Framework (EQF), I analyse three theses on the concept of teaching: the Dewey-thesis, the Standard-thesis and the Hirst-thesis, identifying problems in the established definitions. Following Hirst, I contend that teaching is an intention, hence a potential, having learning as its possible realization. That the learning is only possible is the papers main argument, since it explains how and why (the quality of) input is vitally important in educational settings. This idea is in direct opposition to the view in the EQF. In consequence, I argue that the connection between teaching and learning is teleological as opposed to mechanical. By way of contrast, I distinguish my understanding from Ryle-like analyses of teaching as task and learning as achievement, and argue that on a teleological understanding, teaching might be considered an achievement in its own right.