引用本文:
郭丽萍, 王红梅, 宋利, 李孟丽, 郭海洋. 物理化学项目驱动式习题课教学改革与实践[J]. 大学化学,
2025, 40(7): 62-70.
doi:
10.12461/PKU.DXHX202409102
Citation: Liping Guo, Hongmei Wang, Li Song, Mengli Li, Haiyang Guo. Reform and Practice of Exercise Lecture in Physical Chemistry Based on the Project-Driven Learning[J]. University Chemistry, 2025, 40(7): 62-70. doi: 10.12461/PKU.DXHX202409102
Citation: Liping Guo, Hongmei Wang, Li Song, Mengli Li, Haiyang Guo. Reform and Practice of Exercise Lecture in Physical Chemistry Based on the Project-Driven Learning[J]. University Chemistry, 2025, 40(7): 62-70. doi: 10.12461/PKU.DXHX202409102
物理化学项目驱动式习题课教学改革与实践
English
Reform and Practice of Exercise Lecture in Physical Chemistry Based on the Project-Driven Learning
Abstract:
Physical chemistry is a foundational course for undergraduates majoring in chemistry, chemical engineering, and chemical materials. The nature of the course requires students to possess strong logical thinking skills. To address the challenges of mastering physical chemistry concepts and enhancing practical application abilities, we implemented a reform in the exercise-based lectures, tailored to the specific characteristics of our students. Based on the “Cone of Learning” theory, the reform incorporated project-based learning, continuous improvements in exercise sessions, and the integration of “micro-lessons” and “Internet+” strategies. This revised model is well-suited for our students and can serve as a reference for other local, application-oriented undergraduate institutions.
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Key words:
- Physical chemistry
- / Exercise-based lectures
- / Project-driven learning
- / Micro-lesson
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