Abstract Instrumental analysis course is the major compulsory course in most universities, and is the eyes of the scientific researches. As a foundation and ladder course that sees the essence through the phenomenon, instrumental analysis involves chemistry, physics, mathematics, computer automation and other fields, embodies the overall thought view and methodology of multi-discipline crossing, and is a key link of talent training. The pain points in teaching-and-learning of the course are as follows: the knowledge points are trivial and complicated, the connection between each chapter is not so close, the teaching-and-learning will inevitably appear boring feeling, the instrument principle and structure are abstract and difficult to understand, there is a big gap between the course knowledge and the flexible application, and the evaluation method of teaching-and-learning is limited. To resolve those problems, we design and practice the teaching-and-learning mainly through the innovations in content and methods of teaching-and-learning, enrich the content and resources of the course, improve the innovation, advanced and challenging degree of the course. We use the P-MASE (Problem-Method-Analysis-Solution-Evaluation), and O-AMAS (Objective-Actication-Multilearning-Assessment-Summary) modes to practice many kinds of teaching-and-learning activities, and comprehensively integrate the knowledge acquisition, capability promotion and emotional nourishment.
WANG He-Fang, KONG De-Ming, TANG An-Na, LI Wen-You, LIU Ding-Bin, GUO Wei-Wei, LI Yi-Jun, SHAO Xue-Guang. Design and Practice of the Instrumental Analysis Course in Nankai University[J]. Chinese Journal of Chemical Education, 2021, 42(18): 92-95.
