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Citation: Jing Wang, Yan Li, Jing Nan, Yijun Li, Xiaohang Qiu, Fei Ding. Practice of Pluralistic Blended Teaching Model in Instrumental Analysis Experiment[J]. University Chemistry, ;2024, 39(1): 7-14. doi: 10.3866/PKU.DXHX202305078 shu

Practice of Pluralistic Blended Teaching Model in Instrumental Analysis Experiment

National Demonstration Center for Experimental Chemistry Education, Nankai University, Tianjin 300071, China

Corresponding author: Fei Ding, dingfei@nankai.edu.cn
Received Date: 29 May 2023

Instrumental analysis experiment is one of the core curriculums due to its practicality and applicability. In the context of the construction of "Double First-Class" universities, in response to the existing problems in the teaching of instrumental analysis experiments, reforms have been made in terms of teaching mode, teaching content, and teaching methods. This has resulted in the creation of a multi-modal blended teaching course system that combines online and offline learning, conventional experiments, virtual simulation experiments, and autonomous innovative design experiments, as well as flipped classrooms and problem-based learning. Teaching practice has shown that this new teaching course system is conducive to stimulating students' interest and initiative in learning, guiding students to internalize knowledge, cultivating higher-order thinking and comprehensive problem-solving abilities, improving teaching efficiency, and optimizing teaching effectiveness.
- Instrumental analysis experiment,
- Pluralistic blended teaching,
- Experimental teaching reform
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