Teaching Innovative of Instrumental Analysis Course from the Perspective of Different Learning Roles:Atomic Absorption Spectroscopy
BO Xiang-Jie1**, CHEN Xue-Xin1, ZHANG Hong-Ling2
1. Faculty of Chemistry,Northeast Normal University,Changchun 130024,China; 2. Middle School Attached to Northeast Normal University,Changchun 130021,China
Abstract In the teaching of instrumental analysis,it still faces several challenges,including limited interdisciplinary learning skills,difficulties in integrating theory with practice,an inability to apply the knowledge to solve real-world problems,and lack of foresight regarding the future development of instruments.Taking atomic absorption spectroscopy as an example,students cultivate interdisciplinary thinking by assuming the role of the“creator”of atomic absorption analysis methods,inspiring more innovative ideas.As the“designer”of the atomic absorption spectrometer,students try to design “simple” instruments to gain a deep understanding of the structure and operation principles of the instrument.In the role of“user”,students explore the latest applications and advancement in instrument development,learning to address practical problems with the instrument.Lastly,by envisioning the future development trend of the instrument as the “visionary”,students foster innovation and explore emerging technologies,cultivating global perspectives and a spirit of innovation in future talents.By adopting these four different roles,students gain a comprehensive understanding of the creation,design,application,and future trends of atomic absorption spectrometers from a higher perspective.This instructional design not only enhances students' interdisciplinary thinking and knowledge acquisition but also improves problem-solving ability.Meanwhile,it aims to nurture innovative talents with forward-looking views.
BO Xiang-Jie, CHEN Xue-Xin, ZHANG Hong-Ling. Teaching Innovative of Instrumental Analysis Course from the Perspective of Different Learning Roles:Atomic Absorption Spectroscopy[J]. Chinese Journal of Chemical Education, 2025, 46(18): 36-41.
