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Citation: Xiwen Xing, Muyi Guo, Zhuoran Hu, Shunchun Yao, Yao Sun. Context-Driven Teaching with Cue-Guided Reasoning: Taking X-Ray Teaching Practice as an Example[J]. University Chemistry, ;2025, 40(7): 141-147. doi: 10.12461/PKU.DXHX202409097 shu

Context-Driven Teaching with Cue-Guided Reasoning: Taking X-Ray Teaching Practice as an Example

Xiwen Xing ¹ ,
Muyi Guo ¹ ,
Zhuoran Hu ² ,
Shunchun Yao ^3,, ,
Yao Sun ^2,,

1.
College of Life Science and Technology, Jinan University, Guangzhou 510632, China;
2.
Nature Key Lab of Green Pesticide, College of Chemistry, Central China Normal University, Wuhan 430079, China;
3.
School of Electric Power Engineering, South China University of Technology, Guangzhou 510641, China

Corresponding author: Shunchun Yao, Yao Sun,
Received Date: 24 September 2024
Revised Date: 24 November 2024

Student-centered “practical teaching” has emerged as an innovative approach to implement the fundamental mission of "cultivating virtue and nurturing talents" in the new era, gradually becoming a key direction for classroom teaching reform. Addressing the challenges of the Instrumental Analysis course—characterized by fragmented knowledge points, complex theories, and difficulties in systematic memorization—this study focuses on the X-ray instrumentation chapter as a case study. Given that X-ray research alone has yielded over 20 Nobel Prize-winning discoveries, students often struggle with learning effectiveness and develop apprehension toward the subject, leading to reduced motivation. To address this, our teaching team developed a “context-driven classroom with clue-guided reasoning” approach. Breaking conventional boundaries, we incorporated elements from the popular “murder mystery game” format to engage students. By situating learners in historical contexts from a century ago, we provided initial clues about "X-ray discovery," using outcomes from each scenario as leads for subsequent investigations. This method progressively guides students through key challenges: understanding X-ray characteristics, exploring potential applications, and comprehending instrumental principles. The approach not only bridges the gap between students and Nobel Prize-level research but also reduces learning anxiety while enhancing active exploration, self-directed learning, and divergent thinking. Ultimately, it effectively cultivates students' innovative thinking and logical reasoning skills through progressive learning, providing classroom-based support for developing a comprehensive training system for high-level scientific instrumentation talent.
- Context-driven,
- Top-notch innovation,
- Practical teaching,
- Clue-based reasoning
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