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Citation: Yinyun Lü, Chanzi Ruan, Chunyan Zhang, Rui Pan, Zhenling Xu, Yanping Ren. Reunderstanding of the “Identification of Co²⁺” Experiment: One of the Best Examples of Critical Thinking Education[J]. University Chemistry, ;2020, 35(9): 89-95. doi: 10.3866/PKU.DXHX201909023 shu

Reunderstanding of the “Identification of Co²⁺” Experiment: One of the Best Examples of Critical Thinking Education

National Demonstration Center for Experimental Chemistry Education (Xiamen University), College of Chemistry and Chemical Engineering, Xiamen University, Xiamen 361005, Fujian Province, P. R. China

Received Date: 11 September 2019

Taking the experiment of the “identification of Co²⁺” as an example, this article elaborates the flexible application of “flipped classroom” model in the chemical laboratory teaching. Specifically, students do the experiment first and have questions during the experimental process, then the teacher discusses and demonstrates with students base on their questions, leading students to reunderstand the classic experiment of the “identification of Co²⁺”. Thus this article reveals about how to educate students to think and criticize in the teaching process.
- Chemical laboratory teaching,
- Identification of Co²⁺,
- Reunderstanding,
- Flipped Classroom,
- Criticizing
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通讯作者: 陈斌, bchen63@163.com

Reunderstanding of the “Identification of Co²⁺” Experiment: One of the Best Examples of Critical Thinking Education