药物分析实验中翻转课堂与传统课堂的动态结合教学实践

The dynamic combination of flipped classroom with traditional classroom in pharmaceutical analysis experiment teaching

介绍了药物分析实验课程中翻转课堂与传统课堂动态结合的初步设计和实践。研究者采用"低-高-低"型教学结构序列,学生课前利用校内网络教学平台资源、公共在线资源和传统教学资源自主进行低结构化认知和探索,课中以"讲解-讨论-实验操作-再讨论"模块进行高结构化的教师协助学习,课后学生利用各种资源自主进行低结构化总结和拓展。之后,教师综合评价学生成绩并设计后续课程的教学方案。结果表明,与传统课堂相比,翻转课堂与传统课堂的动态结合,对学生认知、探索、实践、创新等方面能力提高更明显,也让教师加速转变为课程教学的主动研究者和创新者。

This paper introduces the preliminary design and practice of the dynamic combination of flipped classroom with traditional classroom in the teaching of pharmaceutical analysis experiment. In the study, the teaching structure sequence of "Low-High-Low" was used. Specifically, before the class, the students conducted a low-structure autonomous learning for cognition and exploration with the intra-campus and public online resources and the traditional teaching resources. In the class, the students conducted a high-structure teacher-assisted learning using the module of "Presentation-Discussion-Experimental Operation-Rediscussion". After class, the students conducted a low-structure autonomous learning for summary and expansion with the various resources. Finally, the teacher integrally assessed students' scores and redesigned the course teaching. The results showed that, compared with traditional classroom, the dynamic combination of flipped classroom with traditional classroom accelerated the improvement of students' abilities in cognition, exploration, practice, and innovation, and also accelerated the transformation of the teachers into teaching researchers and innovators.