摘要
为探索传统式的教学-问题式的教学-以团队为基础的教学三者联合的教学模式(LBL-PBL-TBL模式)在有机化学实验教学中的应用效果,本研究选取2018级化本1班作为对照组,采用LBL教学模式,化本2班作为观察组,采用LBL与LBL-PBL-TBL教学模式。问卷调查和课程考核相结合对教学效果进行评价。结果显示,LBL-PBL-TBL教学模式可有效提升学生学习的主动性、沟通能力、分析问题和解决问题的能力。对教学质量的提高有着较为积极的影响,值得推广。
To explore the application effect of the lecture-based learning–problem-based learning–team-based learning teaching method(LBL-PBL-TBL model)in the course of“Organic Chemistry Experiment”,this study selected class 1 of Grade 2018 as the control group,LBL-PBL-TBL were used in class 2 as the observation group.The teaching effect is evaluated by the combination of course assessment and questionnaire survey.The results show that LBL-PBL-TBL teaching model can effectively enhance students'initiative in learning,communication ability,analysis and solving problem ability.It has a positive influence on the improvement of teaching quality,so it is worth promoting.
作者
杨翠
赵仑
苏丽红
王迪
李志宏
韩亭亭
Yang Cui;Zhao Lun;Sun Lihong;Wang Di;Li Zhihong;Han Tingting(College of Chemistry,Changchun Normal University,Changchun 130032,China)
出处
《山东化工》
CAS
2021年第12期200-201,共2页
Shandong Chemical Industry
基金
长春师范大学2018年度教育教学改革研究课题(长师高教[2018]52号)
2019年度吉林省高教科研课题(JGJX2019D238)。
关键词
有机化学实验
LBL-PBL-TBL模式
教学实践
对比法
问卷调查
experiment of organic chemistry
LBL-PBL-TBL integration model
teaching practice
contrast method
questionnaire survey
