Abstract In the organic synthesis curriculum, students exhibit the shortcomings of superficial, fragmented and isolated knowledge caused by surface learning. In order to guide students to shift from surface learning to deep learning, we inspire students' learning motivation by creating contexts, clarify the logical link between new knowledge and existing knowledge by matchmaking, explore the essence of reactions to enhance the ability of transferring and expanding knowledge, combine theory and practice to settle real problems in which students can experience the development of thinking and deepening of cognition, and further promote the deep learning process with multi-scale and multi-angle feedback evaluation. Results show that deep learning guided by deep teaching can effectively improve the learning quality of students.
LIANG Jing, ZHAO Yun-Peng, QIU Le-Le, XIAO Jian. Teaching Design and Practice of Organic Synthesis Focused on Deep Learning[J]. Chinese Journal of Chemical Education, 2024, 45(2): 34-42.
