共查询到20条相似文献,搜索用时 187 毫秒
1.
2.
化工原理是化学工程类专业的专业基础课,根据化工原理课程性质及特点,我们以提升学生的自主学习能力和实践创新能力为目的,从精选和优化教学内容、"主题+案例"式教学、建立网络交流平台、模拟现场辅助教学、细化考核内容等多方面对化工原理课程教学进行改革.2018-2020学年化工原理课程改革实践结果表明,学生的学习兴趣、自主学习... 相似文献
3.
4.
5.
6.
针对化工原理教学的现状,将虚拟仿真VR技术引入到化工原理课程讲授中是极有必要的,也是提高化工原理课程教学质量进行的重要举措。本论文将虚拟仿真VR技术应用在化工原理课程教学中,利于学生充分认识化工单元设施设备,掌握对单元设备操作的相关原理,做到“知其然知其所以然”,提高学习兴趣,提升动手能力及创新能力。将虚拟仿真VR技术应用于化工原理教学中的实践证明,学生的学习效果和教师的教学效果都明显得到改善和提高。 相似文献
7.
8.
9.
10.
11.
新冠状病毒肺炎疫情期间,政府组织大家有序防疫。学生不能够及时到教室上课,以机械CAD/CAM课程为例,对理实一体化课程信息化做了教学策略,运用翻转课堂,成功实现目标。经对比发现,翻转课堂按时到课率和学生在课堂中的积极性以及对知识点的掌握比在校教学效果好,证明了理实一体化课程可应用于翻转课堂教学,机械CAD/CAM课程翻转课堂教学策略也对理实一体化信息化教学提供了参考。 相似文献
12.
《有机化学》是高校生物制药、化学、制药工程等专业的必修课程,为激发学生学习的兴趣与主动性,保证教学效果,教师必须积极改进现有教学模式,探索运用翻转课堂的重要性及策略、注意事项,充分发挥翻转课堂的价值,以便提高教学效果,促使学生提高学习效率和自主学习能力。 相似文献
13.
近年来,国内学者对翻转课堂的相关研究主要集中在翻转课堂的阐述介绍和教学模式探究等方面,很少从实践的角度进行探究。笔者对北京石油化工学院的大学英语课程进行了翻转课堂教学实践,并针对出现的问题进行了反思和再实践;根据学生的英语水平和学习能力调整翻转课堂的实践模式,重新定位师生角色,有针对性地完善课前视频材料,摸索出了切实可行的翻转课堂实施步骤和学习模式。“翻转课堂”给大学英语教学带来了实效,提高了学生的英语综合应用能力。 相似文献
14.
翻转课堂对于传统课堂而言是一场颠覆性的变革,它创建了新的教学流程教学理念、教学模式及师生关系,本文根据四种类型的中学化学实验设计出不同的学习任务单,每一种类型的实验都有与之对应的教学方法,并遵循翻转课堂课前学习资源准备、课前自主学习、课堂活动和反馈三个环节。 相似文献
15.
Two core courses have been given for several years to senior chemical engineering undergraduate students in flipped format, combining pre-class online preparation by the students, “class meetings” with the lecturer, and “active tutorials,” in which groups of students solve exercises. In 2020/21, the COVID-19 lockdown imposed online teaching of these courses to the 54 enrolled students. The objective of work presented in this paper is to explore the impact of the remote flipped classroom design on students' learning experience and achievements, in comparison to the regular flipped class in which only the first preparation phase was online. Because the course was taught completely online, a plethora of data was for the first time made available to support a thorough study of the course teaching protocol, including data from Panopto Analytics®, Zoom and Moodle logs, extensive self-report surveys, as well as actual learning outcomes (exam results). Statistical analyses including multivariate regression were performed to determine which factors most affect learning outcomes. The student surveys indicate that of the three class steps, the “active tutorial” gives students the most confidence in their mastery. Furthermore, analysis indicates that active students think that they benefit more than do passive students, as reflected by both self-reporting and final exam performances. The importance of underlying ability, as indicated by the GPA is a principal conclusion from the regression model, which also identifies attendance of “active tutorials” as a dominant positive effect on exam grades. Two important conclusions of our work are that the online and face-to-face versions of our flipped approach achieve indistinguishable learning outcomes and that students’ perceived confidence in their mastery is highest after the active tutorial. 相似文献
16.
17.
探究教学作为现代教学的一种模式,其实质是将科学领域的探究引入到学生的学习过程中,使学生通过类似于科学家的探究过程来获取知识、培养科学探究能力的一种教学方法。化学实验也特别强调学生的实验设计能力,观察能力,动手能力和科学探究能力,怎样在课堂教学中用实验体现学生的主体性呢?本文对探究性实验教学的设计原则、模式和策略,并以《检验含碘食盐成分中的碘》为例进行了分析,既有理论依据,又有实践探索。 相似文献
18.
19.