Abstract In order to build a high-level, innovative, and challenging first-class main course to adapt the requirement of new era, and realize the education and teaching goals of value guidance, ability training, and knowledge transfer, combining the characteristics of the functional materials major with the academic conditions of the students in the national colleges and universities, we constructed a new blended teaching mode of “four modules, three stages, two time and space, and two platforms” for physical chemistry course, and reconstructed the “four modules” content of “value leading module, basic theory module, multidisciplinary integration module, virtual simulation experiment module” system. Through the “four modules” embedded in the blended teaching practice, combing with the students' pre-class, in-class, and after-class performance to evaluate the learning effect in multiple dimensions, and by questionnaires to analyze the students' evaluation of the blended teaching, the final research results show that the students' individualized autonomous learning ability has been significantly improved, the comprehensive ability of the students to solve complex problems with the theory of physical chemistry has been improved, and the students have gained a sense of accomplishment through hard work.
ZHAO Ying, DONG Bin, FENG Zhi-Qing, YU Nai-Sen, DONG Da-Peng. Blended Teaching Design and Practice Embedded in the “Four Modules”: Physical Chemistry Course for Functional Materials Major[J]. Chinese Journal of Chemical Education, 2022, 43(12): 85-91.
