该文针对学生对传统教学方法下的仪器分析课程课堂参与度低,学习兴趣不强问题,进行了基于真实问题的驱动式仪器分析课程教学改革,即在授课全过程中融入真实问题、思政元素,创立了“课前 + 课中 + 课后”三个环节相互关联的教育体系,旨...该文针对学生对传统教学方法下的仪器分析课程课堂参与度低,学习兴趣不强问题,进行了基于真实问题的驱动式仪器分析课程教学改革,即在授课全过程中融入真实问题、思政元素,创立了“课前 + 课中 + 课后”三个环节相互关联的教育体系,旨在加深学生对知识的理解与运用,培养学生正确的价值观,培养出“知识 + 能力 + 素质”的全面发展的创新应用型人才。In view of the low participation and low learning interest of students in instrumental analysis courses under traditional teaching methods, this paper carries out the teaching reform of instrumental analysis courses driven by real problems, that is, the ideological and political elements are integrated into the whole process of teaching, and an interrelated education system of “pre-class + in-class + after-class” is created, which aims to deepen students’ understanding and application of knowledge, cultivate students’ correct values, and cultivate innovative and applied talents with all-round development of “knowledge + ability + quality”.展开更多
文摘该文针对学生对传统教学方法下的仪器分析课程课堂参与度低,学习兴趣不强问题,进行了基于真实问题的驱动式仪器分析课程教学改革,即在授课全过程中融入真实问题、思政元素,创立了“课前 + 课中 + 课后”三个环节相互关联的教育体系,旨在加深学生对知识的理解与运用,培养学生正确的价值观,培养出“知识 + 能力 + 素质”的全面发展的创新应用型人才。In view of the low participation and low learning interest of students in instrumental analysis courses under traditional teaching methods, this paper carries out the teaching reform of instrumental analysis courses driven by real problems, that is, the ideological and political elements are integrated into the whole process of teaching, and an interrelated education system of “pre-class + in-class + after-class” is created, which aims to deepen students’ understanding and application of knowledge, cultivate students’ correct values, and cultivate innovative and applied talents with all-round development of “knowledge + ability + quality”.
