失之东隅收之桑榆——从“实验失败”中引导本科生的实验探究和创新能力

We Lose in Hake, but Gain in Herring: From Failed Experiments to Exploration and Innovation for Undergraduates

"实验失败"是学生实验的常客。实验指导教师如何正确处理实验失败并进行积极有效的引导,在本科生的探究、创新能力培养中有着不可忽视的作用。失之东隅收之桑榆,我们以两个本科生大学化学实验教学过程中的"实验失败"为例,展示了指导教师如何从失败的实验本身出发,引导、启发本科生从失败的实验中获得灵感,让实验在失败中得以拓展。让学生带着一颗满怀好奇的心,在"实验–失败–改进–再实验"的过程中,运用已知或查阅相关的知识、规律去发现问题、分析问题,以此来解决问题。整个实验课的教学效果得到显著提升,本科生不但能对实验结果的讨论和分析方面更加深入透彻,而且在科学研究素养和品质方面也得到有效训练。

Failed experiments occur frequently in laboratory. How the laboratory teacher actively and effectively deal with the failed experiments and guide students plays an important role in the cultivation of undergraduates’ creativity. If he loses on the swings, he may win on the roundabouts. We show how teacher guide and enlighten the undergraduate students to get the inspiration and learn from the failed experiments by two examples of Chemistry Laboratory of undergraduates. Let the students find problems with curiosity, analyze problems, and solve the problem in the “experiment-failure-improvement-experiment” process based on relevant knowledge and rules. The teaching and learning efficiency of laboratory class is significantly improved. Undergraduates not only have a profound discussion and analysis of experimental results, but also receive effective training in scientific research literacy and quality.