大学化学习题型微课的教学设计与实践——以一道易错电化学习题的教学为例
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摘要
提出以微课视频加自主学习指导书的线上教学方式代替或补充传统的线下习题课教学,探索了微课教学设计中确定分层教学难点的方法。以一道常见易错电化学习题教学为例,介绍了习题型微课的学情分析策略、教学方案设计与教学实践。该习题涉及电池的设计和电池符号的书写、标准电动势的计算、电池反应平衡常数的计算等教学重难点内容。实践表明,利用微课教学模式进行错题分析,弥补了传统习题课学时不足的问题,满足了不同层次学生自主学习的需要,有助于学生的延伸性和创新型学习。
In this paper,we propose to replace or supplement the traditional offline exercises teaching by using online teaching mode with both micro-lesson video and autonomous learning guide.We explore the method of determining the stratified teaching difficult point in the microlesson design.Taking a common fallibility electrochemical exercise as an example,we introduce the teaching design and procedure in the exercises type micro-lesson.The exercise involves teaching important and difficult point listed below,the design of the battery and the writing of the cell notation,the calculation of the standard electromotive force and the standard equilibrium constant.The teaching practice shows that the method of using the micro-lesson teaching mode to perform the homework wrong analysis can make up the problem of insufficient class hour of the traditional college chemistry.It is also suitable for the students with different level and beneficial to the student's extending and innovative learning.
In this paper,we propose to replace or supplement the traditional offline exercises teaching by using online teaching mode with both micro-lesson video and autonomous learning guide.We explore the method of determining the stratified teaching difficult point in the microlesson design.Taking a common fallibility electrochemical exercise as an example,we introduce the teaching design and procedure in the exercises type micro-lesson.The exercise involves teaching important and difficult point listed below,the design of the battery and the writing of the cell notation,the calculation of the standard electromotive force and the standard equilibrium constant.The teaching practice shows that the method of using the micro-lesson teaching mode to perform the homework wrong analysis can make up the problem of insufficient class hour of the traditional college chemistry.It is also suitable for the students with different level and beneficial to the student's extending and innovative learning.
引文
[1]Zhang Wenming,Zhang Erwen.International Journal of E-merging Technologies in Learning,2018,13(1):220-229
[2]郑小军,张霞.现代远程教育研究,2014(2):48-54
[3]王竹立.中国教育网络,2013(10):15-18
[4]刘钢,朱万春.化学教育,2016,37(20):31-34
[5]王海霞,王婉秦,王向东,等.化工高等教育,2017,34(3):69-73
[6]王海霞,王婉秦,蒲敏,等.大学化学,2017,32(6):13-17
[7]刘修英,朱崇梅,范伟丽.化学教育,2016,37(10):55-59
[8]刘岩.化学教育,2015,36(11):22-25
[9]张一春.中国教育网络,2013(10):28-31
[10]徐宇峰,彭小平.化学教育,2015,36(13):36-39
[11]杨亚红.中学教学参考,2016(23):72
[12]曹瑞军.大学化学.2版.北京:高等教育出版社,2015:222
[13]龚良玉,曲宝涵,鲁莉华,等.化学教育,2009,30(3):70-72
[14]赵红昆,杨恩翠.化学教育(中英文),2018,39(2):13-17
[15]周静峰,何雄.化学教育(中英文),2018,39(2):53-58
[16]杨小敏,刘建平,胡林,等.化学教育(中英文),2018,39(24):20-24
[17]李银涛,李永平,秦志强.化学教育(中英文),2017,38(18):26-29
[18]苏小俸,王强.化学教育(中英文),2018,39(3):43-48
[2]郑小军,张霞.现代远程教育研究,2014(2):48-54
[3]王竹立.中国教育网络,2013(10):15-18
[4]刘钢,朱万春.化学教育,2016,37(20):31-34
[5]王海霞,王婉秦,王向东,等.化工高等教育,2017,34(3):69-73
[6]王海霞,王婉秦,蒲敏,等.大学化学,2017,32(6):13-17
[7]刘修英,朱崇梅,范伟丽.化学教育,2016,37(10):55-59
[8]刘岩.化学教育,2015,36(11):22-25
[9]张一春.中国教育网络,2013(10):28-31
[10]徐宇峰,彭小平.化学教育,2015,36(13):36-39
[11]杨亚红.中学教学参考,2016(23):72
[12]曹瑞军.大学化学.2版.北京:高等教育出版社,2015:222
[13]龚良玉,曲宝涵,鲁莉华,等.化学教育,2009,30(3):70-72
[14]赵红昆,杨恩翠.化学教育(中英文),2018,39(2):13-17
[15]周静峰,何雄.化学教育(中英文),2018,39(2):53-58
[16]杨小敏,刘建平,胡林,等.化学教育(中英文),2018,39(24):20-24
[17]李银涛,李永平,秦志强.化学教育(中英文),2017,38(18):26-29
[18]苏小俸,王强.化学教育(中英文),2018,39(3):43-48
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