While taking fundamental chemistry experiments courses, students may easily lose their interest owing to their limited understanding of related chemical principles.Many of these principles involve microscopic concepts and quantities hard to determine and describe, such as the interaction among matters, state of electrons in matters, the interactions between light and electricity with molecules.Results from theoretical chemistry investigations are capable to bridge this gap and present these quantities and concepts more vivid for students to understand the principles easily.Considering the separation of alcohols by gas chromatography as an example, we attempted to combine theoretical chemistry investigations with fundamental chemistry experiments to help students rationalize the chromatography theory with experimental and theoretical results.In addition to conventional experiments, students investigated the alcohols-adsorbents interactions theoretically and analyzed the results.This approach not only successfully stimulated students to learn and understand chemical principles more comprehensively, cultivated their problem identification and resolution abilities, but also promoted the teaching quality, thus benefiting the cultivation of top innovative talents in chemistry.

化工原理实验是化工与制药类专业的核心实验课程,也是培养学生理论联系实际和解决复杂工程问题能力的重要实践环节.文章以大连理工大学化工原理实验课程为例,探讨了线上线下混合式教学模式的实施.慕课和虚拟仿真实验等线上教学资源被有效融入线下教学中,从而形成了线上慕课预习和虚拟仿真、线下实验操作、线上答疑和讨论的实验教学流程.该教学模式丰富了教学手段,拓展了实验教学知识点的学习,有效地利用了课堂实验教学时间,有利于学生基本实验技能和工程创新能力的培养.相关经验可以为化工专业实践类课程的建设提供参考.

针对高校化学实验室安全管理工作中的难题,搭建化学品安全监管平台,实现化学品的"闭环"精细化管理;以虚拟仿真体验为特色,建设集安全教育资源、安全考试考核、安全准入认证、安全管理等功能为一体的智慧化学实验室安全准入平台,积极探索实验室安全准入平台的学习流程和运行管理机制.通过化学实验室安全体系的构建和实施,消除化学品的安全隐患,增强学生的安全责任意识,减少安全事故的发生,保障化学实验室安全.

There are many problems in the process of chemistry laboratory teaching.For example, students have no research experience and time to think and explore, teachers are busy with imparting knowledge and have no time to consider students' personal needs.Analytical chemistry experiment course aims at cultivating innovative talents, by taking ideological and political education as the engine, experimental projects as the driving force, online courses as the support, and teaching platform as the vehicle.The "five methods linkage" teaching design has been implemented and completed, that is, before class preparation, problem speculation, practical exploration, frontier leading, competition-teaching combination.The design effectively activated the students' innovative practice ability, selflearning consciousness, team cooperation consciousness and innovative spirit; it also effectively helped establish the sense of national identity, social responsibility and historical mission, and ensured realization of the goal.

信息技术与实验教学的融合是适应新时代一流人才培养要求的必然趋势.物理化学实验教学团队针对当前实验教学的不足,建设了物理化学实验智慧教学平台,实现了教学资源、实验过程评价和教学管理的信息化.教学资源的信息化建设能够促进翻转实验教学的实施,并有效提高学生的自主学习能力.实验过程评价的信息化建设能够培养学生的反思意识和自我修正能力,有利于学生的个性化培养.教学管理的信息化建设能够促进学生自我管理能力的提高,加强师生的交流互动,保障创新教学模式的有效实施.

为了实施个性化、互动化、智慧化的分析化学实验教学,使学生学会学习、学会探究、学会创新,本研究对分析化学实验进行了智慧教学模式改革实践.通过智能化的教学模式提高了学生自主学习的效率和信息素养,激发了学生的学习内驱力,有效提高了课堂的热烈度、达成度和学生的参与度、专注度.

固体催化剂的合成、表征和应用是多相催化技术的核心内容,但其合成周期长、表征所需大型仪器众多,因此在本科教学实验中难以实际开展.依托大连理工大学科研课题,以ZSM-5分子筛为研究对象,采用虚拟仿真技术,通过19步的人机互动实现了催化剂合成、表征及催化性能评价全过程.教学实践表明,虚拟实验对真实实验的模拟可以有效解决本科生在多相催化领域的核心技术和研究方法等方面能力缺失问题,加深学生对理论知识的理解,提高学生的学习兴趣,培养学生的自主创新能力.

针对新时期实验教学中心在建设中遇到的问题,我校基础化学实验中心始终坚持以学生为本的建设理念,分别从实验教学队伍建设、课程体系建设、教学质量保障机制建设和安全环保制度建设等方面进行了持续不断的探索和尝试,取得了显著的成效,形成了一批对实验教学中心建设具有重要参考价值的成果.基础化学实验中心在2005年被评为“首批国家级实验教学示范中心”,2013年被评为“首批国家级虚拟仿真实验教学示范中心”.

以学生创新能力培养为主线,按照课程建设统筹规划、课程内容相互衔接、课堂实操为主、资源学习为辅的建设和改革思路,重构基础化学实验课程体系和内容.一体化建设了5大模块的实验教学新体系,建设集课程思政案例库、数字化资源学习库、科教融合项目库于一体的精品实验教学资源,实现对学生"闭环"实践能力的培养,满足不同层次学生的培养需求.依托课程资源,实施教学与科研、线上与线下融合的智慧教学模式,形成了可供借鉴的实验教学新范式.新冠肺炎疫情期间,利用移动端教学管理平台为学生提供精品学习资源,减少疫情对实验教学质量的影响,实现"停课不停教,停课不停学".

: In the era of “Internet +”, with the help of national excellent MOOC course of Chinese university and Mlabs-virtual experimental software, Tencent classroom is built to provide a diversified and efficient online inorganic chemistry basic laboratory classroom by combining a variety of modern education technologies with the concept of flipped classroom. Taking the redox reaction experiment as an example, we designed a multi-link teaching process and carried out a multi-faceted assessment. The online teaching can not only strengthen the cultivation of students’ comprehensive and innovating ability, but also help teachers to update the teaching mode and create the new experimental content in line with the development of the times, so as to realize the mutual learning between teachers and students in the exploration of experimental teaching reform.

Photonic crystals (PCs) are promising as intelligent sensors for detection of volatile organic compounds (VOCs) due to their visual identifiability, room-temperature operability and easy portability. In order to realize high-sensitive and repeated detection of the most hazardous volatile aromatic hydrocarbon vapors, a kind of nanoporous and multilayered organic-inorganic composite PC sensors are designed and prepared via alternate assembly of poly(styrene-acrylic acid) and TiO2 nanoparticles. The structures of the PC sensors are characterized and their optical properties are easily modulated. With a three-stack PC sensor, visual detection of different concentrations of benzene, toluene, xylene and 1,2,4-trimethylbenzene (TMB) vapors is realized and the detection limits of 1,2,4-TMB and xylene can reach 14.7 ppm and 99.2 ppm, respectively. When exposing to toluene gas stream, the sensor quickly generated a reversible shift of over 500 nm within 1.5 s and large red-shifts within several seconds are also achieved upon exposure to the other aromatic vapors. With toluene as an example, a colorimetric analysis program on smartphone is developed and through capturing the color with the program, the concentration value can be facilely obtained. In addition, the PC sensor is also served as visual recognizer for discriminating these aromatic vapors based on their differences in solubility parameters and polarity. With the excellent characteristics, the PCs are promising as high-performance aromatic VOCs sensors for environment quality monitoring.

从"双一流"对实验室建设的新要求出发,分析了构建、应用新型实验教学平台的必要性,并介绍了通过教育数据挖掘、过程性评价、人工智能等信息学方法来循环优化实验教学体系的实验教学平台的功能及优势.探讨了在线预习资源、在线测试、交互式预习、虚拟实验、操作记录、电子报告等深层次立体化教学功能设计,对于信息化背景下的学生实验基础技能和创新意识培养,特别是基础经典实验的创新和发展,以及实验教师能力提升发挥着重要作用.

针对目前分析化学实验教学中存在的问题,通过引入现代教育技术,对分析化学实验课程进行了一系列的探索和改革,建立并整合了分析化学实验的教学资源库和分析化学实验的微信公众平台.实践证明,现代教育技术促进了实验教学模式的极大转变,充分调动了学生的学习兴趣,提高了学生的自主学习能力和动手动脑能力,有效提升了实验教学质量.分析化学实验课程组利用现代教育技术在实验教学模式改革方面进行积极有效的探索和实践,成功地开创了一条满足新时代素质教育的新思路,为在全校乃至其他高校推动实验教学改革奠定了基础.

针对基础实验教学中因高要求、高成本等特点而难以开设的无水无氧条件下实验,设计构建了无水无氧条件下1,3癸二烯的合成及表征虚拟实验.明晰了实验内容及开发意义,介绍了虚拟实验的设计思路、操作步骤及应用效果.教学实践反馈表明,学生通过虚拟实验预习及操作,提高了动手实践兴趣,拓展了研究视野,锻炼了创新思维及能力.教师通过虚拟实验使课堂内容更加充实丰富,同时通过积极的师生互动,得以进一步优化教学设计.

泛在化、碎片化的学习是移动互联时代人们的生活和学习方式、特点.基于多年虚拟实验开发经历,分析当前虚拟实验开发及应用中存在的问题,提出了基于移动端的化学虚拟实验室的构建理念、框架和技术手段.通过实际教学中的实际应用,优化系统,以满足当前00后为主体的大学基础化学实验教学自主线上学习的需要.真正体现了以学生为中心的教学设计理念,最终实现了实验教学的线上、线下混合式教学的新模式.

Choosing the NovaNano 450 SEM (scanning electron microscope) as the research object,this paper built a 3 D scene network SEM virtual laboratory with strong immersion and interaction,by using Virtools.Based on the properties of real SEM for multiple samples and amplifications,VSL language and interactive scripting of the building blocks were used to work out some technical problems,such as deep interaction of 3D objects,dynamically loading samples,realtime tracking and evaluation,data records.In addition,these realization processes of view moved,multi-stage amplification,image saved in workstation were discussed detailly.

色谱分析是一种非常重要的分离分析手段,广泛应用于化工、制药、食品安全和环境监测等各个领域.该课程的理论知识比较抽象、仪器操作复杂、学时短、且对计算机能力要求较高,对于刚入校的大一新生来说存在一定困难.“慕课”(MOOCs)是一种新近涌现出来的大规模在线开放课程,它以优质的网上教学资源和崭新的教学模式影响着现代的教育体制.结合慕课教学的特点和理念,改变传统的实验教学模式,在气相色谱实验教学中引入微视频、在线预习测试等环节,充分提高了学生学习的自主性和动手动脑能力,显著提高了实验教学的效果.

《语文课程标准》指出:语文课程的基本特点是"工具性和人文性的统一".传统语文课堂只注重工具性而忽视语文学习丰富的人文内涵,便造成了人文价值、人文底蕴的流失.为促进学生发展,提升其人文素养,培养其适应社会的能力,我们的语文教学应该也必须拥有人文关怀.

利用Unity 3D,Flash等技术构建了一套功能强、沉浸感高、交互性好、网络功能完善的,并可以在网络、PC端、移动终端运行和使用的滴定分析虚拟实验系统,内容涵盖了目前化学化工等专业院校的大部分滴定分析实验,并对不同技术下的虚拟实验模拟结果进行了对比和分析.所构建的系统针对滴定分析实验的特殊性,对滴定分析实验中涉及到的实验过程、实验现象及实验结果进行了完整的模拟,并通过设置基准物类别与称取质量、指示剂、滴定剂浓度与滴定速度选择等功能,实现了虚拟实验过程的多参数,多变量及多过程实时数据传递.该系统以滴定曲线实时反应虚拟滴定进程,能根据滴定分析的特定需要对虚拟实验的多次滴定结果进行全面的数据处理与结果评价,并建立了完整的滴定分析虚拟实验的实时跟踪评价系统,为实现实验的差异化自主学习奠定了基础,也为新形态虚拟实验室的开发进行了有意义的探索.

在仪器分析实验教学中,从实验仪器管理模式、实验仪器开放模式、实验教学过程管理和考核体系几方面进行了全面优化改革.在实验仪器管理上,采取了同类仪器集中管理的措施,同时实现了师资力量的合理分配;为了进一步有效提高实验教学质量,在实验仪器开放过程中,面向学生采用“一人一器”的实验开放模式,并在教学过程中提出了实验内容“一体化”、“小导师”制等改革新举措.立体化的仪器分析实验教学模式,突出了学生的主体性,培养其创新意识和科学研究能力,取得了良好的教学效果.