引用本文:
谢一凡, 姚莉韵, 杨若林, 蔡玉兴, 金玉杰, 李宁. 基于线上线下混合式教学模式在高效液相色谱实验教学中的探索与实践[J]. 大学化学,
2025, 40(11): 100-107.
doi:
10.12461/PKU.DXHX202412133
Citation: Yifan Xie, Liyun Yao, Ruolin Yang, Yuxing Cai, Yujie Jin, Ning Li. Exploration and Practice of Online and Offline Hybrid Teaching Mode in High-Performance Liquid Chromatography Experiment[J]. University Chemistry, 2025, 40(11): 100-107. doi: 10.12461/PKU.DXHX202412133
Citation: Yifan Xie, Liyun Yao, Ruolin Yang, Yuxing Cai, Yujie Jin, Ning Li. Exploration and Practice of Online and Offline Hybrid Teaching Mode in High-Performance Liquid Chromatography Experiment[J]. University Chemistry, 2025, 40(11): 100-107. doi: 10.12461/PKU.DXHX202412133
基于线上线下混合式教学模式在高效液相色谱实验教学中的探索与实践
English
Exploration and Practice of Online and Offline Hybrid Teaching Mode in High-Performance Liquid Chromatography Experiment
Abstract:
High-performance liquid chromatography (HPLC) is extensively utilized across various domains including life science research, clinical medical testing, drug development, and forensic identification. Improving the instructional effectiveness of HPLC instrument operation is crucial for nurturing highly competent and skilled medical technology professionals. However, challenges such as a high student-to-instrument ratio, limited availability of equipment, and the inability to conduct repeated operations have adversely impacted learning outcomes. To address these issues, this study integrates a blended online and offline teaching approach into the HPLC experimental curriculum by leveraging platforms such as Chaoxing Learning and virtual simulation experiments. This method optimizes teaching content across pre-class, in-class, and post-class phases. By employing task-driven strategies, facilitating online self-learning, conducting offline group practical exercises, and encouraging post-class summaries and knowledge expansion, the approach aims to comprehensively enhance student engagement and initiative. Empirical results demonstrate that this teaching model significantly improves instructional effectiveness and is favorably received by students.
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