SPOC教学模式下中学化学微课设计与应用研究 ——以"过氧化钠"教学为例

SPOC混合式教学是一种新兴的教学模式.以"过氧化钠"教学内容为例,结合SPOC教学模式设计原则,设计制作了三个微课视频案例,并从课前、课中、课后三个方面对微课的应用进行讨论,结果表明,微课有助于SPOC教学模式的开展,有利于提高学生的自主学习能力.     

《高分子材料》课程中"ABS树脂"的微课教学设计

ABS树脂是《高分子材料》课程中的一个重要知识点,将该部分内容制成精炼的微课视频,以此作为传统课堂教学的一种重要资源补充和拓展。本文主要针对ABS树脂进行微课教学设计,具体包括教学特征分析、教学目标与重难点、教学设计基本理念及思路、教学设计方案四个方面,录制相关微课视频,旨在在于提高教学质量,更好的满足学生对知识点的个性化学习需求。     

网络微课在《环境卫生学》课程教学中的应用初探

《环境卫生学》是高等院校预防医学类专业基础课。文章从网络微课视频选择、初步探讨了网络微课在《环境卫生学》课程教学中的应用,学生在掌握该课程理论知识的同时,逐步形成利用微课资源进行学习的习惯,提高学生的自主学习能力。     

化学优质微课特征分析——以第三届全国师范生微课大赛为例

以第三届全国师范生微课大赛——化学学科为研究对象，通过大量的视频观摩以及对参赛作品选题、教学设计、技术手段等方面的统计分析，总结出化学优质微课的特征，指出微课作品在制作上的不足，对未来化学微课的设计和制作提出有益的建议。     

应用微课开展计算机教学相关问题的探讨

微课应用于计算机教学,视频占用空间小便于传输,教学形式新颖易激发学习兴趣,课内外结合营造学习氛围,利用课外教学提高学习效率;但存在无法反馈课外学习情况、会使学生放弃课堂学习和是否合理选择微课视频的问题。教师要合理应用微课设计与制作模块构建符合实际的以微课教学平台为基础的在线教育模式,合理选择微视频开展课前预习、课中指导和课后延伸等多样化教学活动,将微课教学有机融合到常规教学中,激发学习兴趣,明确学习目的,通过师生互动,完成单元教学目标,达到提高教学效率和教学质量的目的。     

"腾讯课堂+雨课堂+蓝墨云班课"组合的有机化学混合式在线教学模式的探索与实践

在"停课不停学"在线教学过程中,根据在线授课的新情况,重新进行以模块化为基础的教学设计;梳理习题资源,整合成五大习题模块和三个难度层次的习题资源;录制微课;制定综合评价方案;利用腾讯课堂、雨课堂、蓝墨云班课平台组合方式,以直播+微课,即时测试、在线小组活动、在线作业等方式综合运用,形成了一套混合式在线教学模式,取得了良好的教学效果。     

《工程化学》微课教学模式研究及实践

《工程化学》是我校工程技术类学科大学生的一门必修自然科学基础课。由于教学内容多,教学学时少,无法完成课程深度拓展。通过构建和完善微课体系,课前进行梳理凝练课中设计情景化环节,引领学生自主学习;亲自动手试验并结合视频,强化学生直观印象,课后设置深度拓展并反馈交流,提高课程教学质量。从微课资源构建及实施提出了工程化学课程教学改革的策略,并将其应用于实际教学,初步取得较好教学效果。     

论视频微课培训模式在加油站日常培训中的应用

随着加油站行业的不断发展,培训越来越受到重视,但传统培训模式存在不少缺陷,因此,视频微课培训模式受到了加油站行业的广泛关注,本文通过视频微课在加油站培训中的实际应用,总结了具体的培训方法,取得了很好的培训效果。     

微课在《无机及分析化学》教学中的应用——以“缓冲溶液pH的计算”为例

基于大学《无机及分析化学》课程的学科特点,现以"缓冲溶液pH的计算"这一知识点为例,从微课教学分析、微课制作过程、微课案例设计以及应用效果评价等几个方面详细阐述了微课在教学中的运用。学生通过微课视频的学习,能够将课堂内容与微课知识点紧密结合,实现自主化、深入化学习,有利于培养浓厚的学习兴趣。教师通过更新与完善高质量、多层次的实用性微课,能够激发学生的学习潜力,不断优化教学过程,创造高效课堂,使学生学有所获。     

化学微课和慕课网络课程的建设探究

首先梳理了化学移动学习、微课程、慕课和网络教育的相关理论和概念,深化对化学移动学习和微课程的理解。其次总结了微课和慕课教学资源的建设情况,再结合现有微课程的存在问题以及微课翻转课堂的形式和要点分析,提出当今微课、慕课等网络课程资源教学的反思总结。     

An effective blended online teaching and learning strategy during the COVID-19 pandemic

The shift to distance teaching and learning during the COVID-19 pandemic brought about a real challenge for both instructors and students. To face these difficulties in teaching undergraduate Chemistry courses at the University of Santo Tomas, a blended learning strategy in the context of teaching and learning of Physical Chemistry 1 and Analytical Chemistry for Chemical Engineering students were employed. Here, we present an online strategy that facilitated the transition from traditional face-to-face learning to full online instruction. This is a five-component blended learning strategy referred to as Discover, Learn, Practice, Collaborate and Assess (DLPCA). In DLPCA, the asynchronous part of the teaching was achieved through broadcast of pre-recorded lecture videos on YouTube to allow students to study and progress with learning at their own pace. The synchronous part of the teaching was conducted using video conferencing platforms, such as Zoom or Google Meet. The DLPCA strategy was presented and discussed to the students prior to its implementation. The analysis of the teaching and learning experience based on three indicators (i) student’s learning experience, (ii) student’s academic performance and (iii) instructor observations showed that DLPCA had a positive impact on students and instructors. The identified challenges were stability of internet connection and instructor’s familiarity with readily available internet-based teaching tools, such as video conferencing software. Instructors must also find means to improve their interaction with students and maintain student interest and engagement during online classes. The survey also indicated that most of the students are satisfied with the DLCPA strategy. Hence, this strategy is considered a manageable and effective alternative that can be adapted to full online instruction to other undergraduate Chemistry lecture courses. Overall, the findings and insights in this study will add valuable resources for further hybrid instruction in the post-COVID-19 time in higher education.     

Polymers for audio and video equipment

Polymers find widespread use in present-day audio and video equipment. Their applications can be divided into: (i) polymers used for the outside of the equipment, (ii) polymers used for mounting, encapsulation or passivation of electronic devices, (iii) polymers for other stationary or moving parts, (iv) polymers used for audio and video data storage, and (v) photosensitive polymers that play a temporary role in the structuring of fine details. In this paper, attention is focussed on transparent polymers (“optical plastics”) that are employed in projection television (PTV) and optical disc systems. First, the principles of these systems and the polymer properties they require are summarized, after which the polymers and technologies used in these applications are described. These polymers can be divided into two categories: (i) UV-curable coatings on a substrate of a different nature, and (ii) transparent thermoplastics and thermosets. Finally, some shortcomings of the currently available materials are mentioned.     

多媒体技术在化工培训软件中的应用

本文以“甲醇生产工艺培训系统”为例 ,介绍了采用多媒体创作工具编制化工培训软件的方法 ,阐述了培训系统的结构以及多媒体对文本、图象、动画、视频和音频的处理过程 ,指出了多媒体培训软件的特点及其重要的实用价值     

《物理化学》课程多媒体课件的研究与开发

为适应现代教育发展的要求,多媒体教学以其独特的优势,成为高校教学工作中的主要教学手段,在教学中扮演着愈来愈重要的角色。物理化学课程是理工科高校的主干课程,充分利用了多媒体课件集文本、图像、声音、视频为一体的特点,开展交互性CAI辅助教学,发挥学生的主体作用,调动广大学生学习的主动性和积极性,对提高教学质量会产生极大的推动作用。     

Surfactant concentration effects on amorphous PETG–montmorillonite layered silicate (MLS) nanocomposite films

Improvements in the dispersion of montmorillonite layered silicates (MLS) have centered on appropriate surfactant treatment of the MLS, to ensure chemical interaction with the polymer material. Here, polyethylene terephthalate glycol (PETG) nanocomposites made with two MLS cation exchanged with dimethyl dihydrogenated tallow quaternary ammonium at two concentrations, 95 (MLS‐95) and 125 meq (100 g)^?1 (MLS‐125), were investigated. The host MLS had a cation exchange capacity (CEC) around 92 meq (100 g)^?1. The effect of exchanging past the CEC was studied with respect to the dispersion, glass transition and mechanical properties. Films were extruded on a single‐screw extruder with a film die attached. X‐ray diffraction (XRD) and optical transmission measurements indicated that increasing surfactant concentration changed the dispersion from intercalated to immiscible. The differences in the dispersion were related to the inherent degradation temperature of the MLS treated with the different surfactant concentrations, relative to the processing temperature. The over‐exchanged MLS (MLS‐125) suffered more surfactant degradation leading to an immiscible dispersion and narrower XRD peaks reflected a higher degree of ordering. In contrast, the XRD peaks of the MLS‐95 nanocomposites had increased breadth indicating decreased ordering. MLS orientation, however, did not influence birefringence measured by polarized Fourier‐transform infrared spectroscopy (FTIR). All nanocomposites showed no significant changes in the glass transition temperatures. Copyright © 2005 Society of Chemical Industry     

ESD系统在五大机组联锁改造中的应用

大庆化肥厂采用ＥＳＤ系统对生产装置的五大机组联锁进行改造，并首次在ＥＳＤ系统中实现了第一事故记录、语言报警、触屏３项特殊功能。     

蔗渣木质素磺酸镁的结构特征及表面物化性能

通过紫外、红外光谱、核磁共振和电位滴定等方法研究了蔗渣木质素磺酸镁(MLS)的结构特征和表面物化性能,并与杨木木质素磺酸钙(CLS)进行了对比。与CLS相比,MLS含有较多量的紫丁香基结构和较少的愈创木基结构;MLS的重均分子量、磺酸基和酚羟基含量较低。采用超滤法将MLS分离成不同分子量的级份,发现随着分子量的提高,MLS中的3种基本结构单元的含量均一化,磺酸基与酚羟基含量增加,羧基含量减少。表面物化性能测试结果表明,分子量、磺酸根和酚羟基是影响MLS在水泥颗粒表面吸附及表面电位的主要因素。随着分子量的增加,MLS使水泥颗粒表面电位显著增加,截留分子量大于50000的MLS可使水泥颗粒表面的Zeta电位绝对值达到14.6mV,饱和吸附量达到6.0mg.g-1,吸附等温线近似为Langmuir型,与CLS相似。     

MLS3626生料立磨调试期出现的问题及处理

山东泉兴水泥有限公司5000t/d熟料生产线生料磨系统配套了两台MLS3626立磨,调试初期出现了较多问题因而延长了整条生产线的调试期。文章对立磨运行中出现的13个方面的问题进行了表象描述、原因分析和处理措施介绍,通过一段时间的磨合,该MLS3626立磨事故率得以不断降低,运转率得以不断提高。     

Understanding student use of resources in “rich-media” courses

There is a current trend in course development to increase the number of “rich-media” items available to students; these include items like key-concept videos, interactive activities and quizzes, and even captures of the full lectures. It is therefore important to understand which of these resources students use and gain value from so that we can target the best resources for student learning.This paper looks at several courses taught in the School of Chemical Engineering and Analytical Science at The University of Manchester to several year groups; including lecture based courses, distance learning courses, and non-lecture based activities; that contain “rich-media” resources. The use of these items by students is examined; including number of uses, time of use, and local retention. The student opinion on the items and how they felt they have affected their learning is also analysed. This allows results to be presented on the most useful types of resource for students providing information for future development.     

浅谈粉体材料专业教学中创新教育的实践

文章结合自己的教学情况,简要探讨了如何在粉体材料专业教学中实施创新教育,主要内容包括课堂教学的多元化;课外实践的多样化以及成绩考核的全面化等三方面。