针对高中化学与大学无机化学教育教学衔接断裂,大学无机化学课程课时压缩,传统的无机化学教学方式相对保守,教学效果差强人意,已逐渐不能满足快速发展的化学学科的需求,本项目旨在探讨基于培养复合创新型人才的教学目标,构建以OBE-PBL理念为导向的教学模式,对无机化学理论课程教学进行重新设计与评价,促进课程理实一体化教学改革。在整个教学改革实施的过程中,坚持以学生的形成发展为核心,以此引导学生通过知识重塑,建构起学生自身内在的知识体系。通过改革教学过程、考核方式,有效地引导学生学习,激发学生学习兴趣,并增强学生自主学习能力,充分调动学生学习的热情和兴趣,从而有效提高无机化学的教学效果,使学生成为具有化学基础研究和科研实践操作的专业人才,能够实际运用所学知识解决科研中的难题,在未来科研和工作中保持强势的竞争力。In view of the disconnection between high school chemistry and inorganic chemistry education in college and the compression of the teaching hours of inorganic chemistry courses in college, the traditional inorganic chemistry teaching method is relatively conservative, the teaching effect is not satisfactory, and it has gradually failed to meet the needs of the rapidly developing chemistry discipline. This project aims to explore the teaching goal of cultivating composite innovative talents, build an OBE-PBL concept-oriented teaching model, redesign and evaluate the teaching of inorganic chemistry theory courses, and promote the teaching reform of curriculum integration of science and practice. The whole implementation process of teaching reform takes the formation and development of students as the core, in order to guide students to construct their own internal knowledge system through knowledge reconstruction. By reforming the teaching process and assessment methods, we can effectively guide students to learn, stimula
深化专业课程教育教学改革,培养大学生的创新精神、职业素养和工程实践能力,是地方本科院校普遍面临的难点问题。以滁州学院为例,介绍了该校化学工程与工艺专业教师团队将工程教育专业认证和学习产出教育(outcomes based education,OBE)理念融入专业课程改革,并从教育教学改革理念与思路、课程思政育人模式、课程内容体系设计、教学方法改革及教学考评方式5个方面采取的具体举措。结果表明:上述措施有利于知识传授和价值塑造互融互通,提升地方院校化工专业人才的工程实践能力。
