Rethinking and Discussion of Development of Curriculum Content and Instructional Concept in Chemistry Undergraduate Education
WANG Zhipeng1,2, CHENG Nong-Yi3, MA Xin-Yu1, TIAN Jie4
1. Department of Chemistry, Texas A & M University, TX, United States, 77840;
2. Chemistry Department, Tsinghua University, Beijing 100084, China;
3. Division of Genetics, Department of Medicine, Brigham and Women's Hospital;Department of Biological Chemistry and Molecular Pharmacology, Harvard Medical School, Boston, MA 02115;
4. Department of Chemistry, University of Wisconsin-Madison, WI, United States, 53706
Abstract This paper analyzed and compared national undergraduate education for chemistry major students with abroad. The authors provided some potential directions for further development of Chinese chemical education, mainly including introducing vivid topics, adding extended contents, balancing the education of chemical theories and chemical phenomena, and combining summarization and thinking, etc. In that case, the system can gradually improve those existing problems such as the old education mode, antediluvian contents, unique evaluation system for students, far away from daily life, and lack of students' interests.
WANG Zhipeng, CHENG Nong-Yi, MA Xin-Yu, TIAN Jie. Rethinking and Discussion of Development of Curriculum Content and Instructional Concept in Chemistry Undergraduate Education[J]. Chinese Journal of Chemical Education, 2019, 40(10): 12-18.
