问题清单法促进深度学习的本科生实验设计

Stimulating Students’Self-learning by Issue List in Undergraduate Innovative Experiment

采用三段式训练法中的问题清单法设计实验,旨在促进学生深度学习与内涵式发展。通过3个阶段“基础培训—申报/主持课题—结题”,围绕3个问题“做什么”“如何做”“结果怎样”展开。学生自主提出课题、自主拟订方案、自主开展实验。研究了碳量子点敏化二氧化钛纳米晶和二氧化钛纳米管的光催化性能,分析了不同形貌二氧化钛材料的量子点敏化效果差异。该训练逐步培养了学生实验技能、科学思维、写作及口头表达能力,并通过“提出问题—研究问题—解决问题”的问题清单法,培养了学生深度学习能力和创新能力。

Three-stage training for undergraduate innovative experiment is designed.It has the procedure of“foundation training—subject declaration/subject preside—implementation”.Taking titanium dioxide photocatalytic experiments as an example,the whole training is centered on three questions:“what to do”,“how to do”and“what's the result”.Students independently propose the research topic,independently draw up experimental content and carry out the research.Photocatalytic performance of CQDs/nc-TiO_2 and CQDs/TNTs composites are tested to explore the difference in carbon quantum dots(CQDs)sensitization effect on titanium dioxide with different morphologies.The three-stage training process step by step trains undergraduates'experiment skills and scientific thinking ability,stimulates their self-learning ability and innovation ability.