Abstract Based on the cultivation of students’ autonomic learning ability, in order to help and guide students to understand obscure boring and abstract knowledge, taking 65 students from laboratory sciences in public health of our school as the research objects, we adopted multimodal teaching mode in some chapters of physical and chemical analysis of food and the traditional teaching mode was applied in the other chapters. At the end of the course, the unified questionnaires were used to evaluate the effect of the multimodal teaching mode. The results showed that there were statistical differences between the two teaching modes in understanding the abstract experimental techniques or instruments, activing classroom atmosphere, broadening learning ideas and cultivating the learning interests, the ability to autonomous learning and solve practical problems (p<0.05). Moreover, 95% of the students suggested adopting the multimodal teaching mode. The teaching practice and effect evaluation proved that the multimodal teaching mode was help to understand the abstract problems. Besides, it can not only arouse students’ interests in learning, but also cultivate their ability to solve practical problems and broaden their learning ideas.
LIU Yun-Feng, QIAO Zeng-Jie, LIU Gui-Ying, ZHANG Ping, ZHANG Jia-Ling. Application of Multimodal Teaching Mode in Physical and Chemical Analysis of Food[J]. Chinese Journal of Chemical Education, 2020, 41(18): 90-94.
