Advanced Inquiry Experiment Projects in Blended Teaching of Inorganic Chemistry Experiment
LUO Tao-Peng1, DONG Rui-Ting1**, WANG Fan2, ZHONG Xiao-Ting1
1. College of Chemistry and Food Science, Nanchang Normal University, Nanchang 330006, China; 2. School of Chemistry and Chemical Engineering, Guangxi University, Nanning 530004, China
Abstract Based on the blended teaching approach, the necessity of incorporating advanced inquiry experiment projects into inorganic chemistry teaching has been analyzed. This study expounds the teaching practice process from five perspectives: project development, project classification, organization and implementation, achievement transformation, and continuous improvement. Through the integration of research and education, stratified teaching, Feynman learning method, evaluation-driven learning promotion, thinking-driven learning promotion strategies, as well as leveraging modern information technology, the professional education can be deeply integrated with ideological and political education, scientific research, innovation and entrepreneurship education, and practical education. The teaching reform practice can realize students' personal value while emphasizing the “academic” and “pedagogical” of the curriculum. This aims to cultivate the advanced abilities of chemistry normal students gradually.
LUO Tao-Peng, DONG Rui-Ting, WANG Fan, ZHONG Xiao-Ting. Advanced Inquiry Experiment Projects in Blended Teaching of Inorganic Chemistry Experiment[J]. Chinese Journal of Chemical Education, 2024, 45(2): 66-71.
