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Citation: Jinping Qiao, Yunchao Li, Caiyun Nan, Yuan Zhang, Shuo Wei, Yunling Zhao, Juan Han, Yufeng Li, Yanping Quan, Genban Sun, Huifeng Li, Shaoshi Guo, Yong He, Xuebin Deng, Jiaxin Zhang, Shufeng Si, Jin Ouyang. Utilizing the “Second Classroom” for Multidimensional Laboratory Access to Expand the Depth and Breadth of Experimental Teaching[J]. University Chemistry, ;2024, 39(7): 99-105. doi: 10.12461/PKU.DXHX202405016 shu

Utilizing the “Second Classroom” for Multidimensional Laboratory Access to Expand the Depth and Breadth of Experimental Teaching

National Experimental Teaching Demonstration Center for Chemistry, National Virtual Simulation Experimental Teaching Center for Chemistry, College of Chemistry, Beijing Normal University, Beijing 100875, China

Received Date: 7 May 2024
Revised Date: 23 May 2024

As is well known, experimental teaching is crucial for cultivating studentsʼ practical and innovative abilities. How to overcome the spatial and temporal limitations of classroom teaching and ensure the open utilization of experimental resources is an important task for all the experimental teaching centers in Chinese universities. This article takes the National Experimental Teaching Demonstration Center for Chemistry (Beijing Normal University) as an example to introduce the multi-level and multidimensional laboratory access strategies. The center incorporates the well-organized “second classroom activities” into the experimental teaching system for supporting undergraduates to actively participate various innovation and entrepreneurship activities, academic competitions, scientific research, and science popularization. These initiatives provide students with diverse, self-driven, and innovative-focused practical training opportunities, effectively strengthening the role of experimental teaching centers in cultivating innovative talents and serving as the demonstration base for basic education. These efforts have proven to be effective and have significant educational outcomes, making them worthy of wider adoption.
- Second classroom,
- Experimental competition,
- Laboratory open-access mode,
- Reform of experimental teaching mode
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