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Citation: Dexin Tan, Limin Liang, Baoyi Lv, Huiwen Guan, Haicheng Chen, Yanli Wang. Exploring Reverse Teaching Practices in Physical Chemistry Experiment Courses: A Case Study on Chemical Reaction Kinetics[J]. University Chemistry, ;2024, 39(11): 79-86. doi: 10.12461/PKU.DXHX202403048 shu

Exploring Reverse Teaching Practices in Physical Chemistry Experiment Courses: A Case Study on Chemical Reaction Kinetics

School of Chemistry and Chemical Engineering, Lingnan Normal University, Zhanjiang 524048, Guangdong Province, China

Received Date: 18 March 2024
Revised Date: 25 June 2024

To advance the reform and innovation of physical chemistry and experimental teaching methods, this study explores the application of reverse teaching practices, focusing on chemical reaction kinetics. Utilizing the Understanding by Design (UbD) framework, the course design incorporates pre-setting learning objectives, establishing an evaluation system, and creating structured teaching segments to achieve efficient instruction. This reverse teaching practice not only enhances students’ self-directed learning and abilities in political thought, inquiry, and innovation but also aids in the construction of their knowledge systems. Additionally, it facilitates the transfer of knowledge, skills, principles, and attitudes, offering a novel approach to talent cultivation in higher education.
- Physical chemistry,
- Experiment teaching,
- Understanding by design,
- Chemical reaction kinetics,
- Talent cultivation
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