基于问题为导向的水质分析课程实践教学环节的设置
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摘要
水质分析是水文和环境类专业重要的专业基础课。基于该课程的特点,在分析课程实践教学环节存在问题的基础上,提出"基于问题为导向的实践教学"模式,并结合水质分析的全过程,开展"提出问题-采集样品-确定指标-分析样品-分析数据-撰写报告"等内容的系统实践教学。这种授课模式既摆脱了专业理论课程授课的单调枯燥,又调动了学生对该课程的学习兴趣和热情,同时也提高了学生解决实际问题的能力。
Water Quality Analysis is a professional basic course,which is important for the major of Hydrology and Environment. Based on the course characteristics,the mode of practical teaching was proposed by the actual issues according to analyze the problems of practical teaching in course of Water Quality Analysis. Combined with the whole process of Water Quality Analysis,the systematic practice teaching of "asking questions-collecting samples-choosing indicators-analyzing samples-analyzing data-writing report"was carried out. This teaching mode got rid of the monotony of professional theory course teaching,attracted the interest and enthusiasm of student for the course,and improved the ability of student to solve practical problems.
Water Quality Analysis is a professional basic course,which is important for the major of Hydrology and Environment. Based on the course characteristics,the mode of practical teaching was proposed by the actual issues according to analyze the problems of practical teaching in course of Water Quality Analysis. Combined with the whole process of Water Quality Analysis,the systematic practice teaching of "asking questions-collecting samples-choosing indicators-analyzing samples-analyzing data-writing report"was carried out. This teaching mode got rid of the monotony of professional theory course teaching,attracted the interest and enthusiasm of student for the course,and improved the ability of student to solve practical problems.
引文
[1]李君.浅谈水质分析的意义与内容[J].科技创新导报,2012(21):233.
[2]孙晓旭,徐进,王慧雅.水质分析与监测课程教学及实践环节改革初探[J].广州化工,2017(23):182-183.
[3]袁腾,刘英菊,陈燕舞,等.以应用型人才为导向的分析化学实践教学改革探索[J].实验室研究与探索,2017(6):209-212.
[4]李秀丽,邴乃慈.基于环境工程真实问题探究的分析化学理论与实践教学[J].实验室研究与探索,2017(10):223-226.
[5]吴亚坤,胡小兵,周扬屏.水质分析化学课程教学改革探讨[J].安徽工业大学学报(社会科学版),2013(3):125-128.
[6]李英柳.水分析化学教学创新的探索与实践[J].江苏工业学院学报(社会科学版),2010(1):110-112.
[7]宋刚,李锦文,王筱虹,等.水质监测综合性设计实验教学改革实践[J].安徽农业科学,2015(18):388-389.
[2]孙晓旭,徐进,王慧雅.水质分析与监测课程教学及实践环节改革初探[J].广州化工,2017(23):182-183.
[3]袁腾,刘英菊,陈燕舞,等.以应用型人才为导向的分析化学实践教学改革探索[J].实验室研究与探索,2017(6):209-212.
[4]李秀丽,邴乃慈.基于环境工程真实问题探究的分析化学理论与实践教学[J].实验室研究与探索,2017(10):223-226.
[5]吴亚坤,胡小兵,周扬屏.水质分析化学课程教学改革探讨[J].安徽工业大学学报(社会科学版),2013(3):125-128.
[6]李英柳.水分析化学教学创新的探索与实践[J].江苏工业学院学报(社会科学版),2010(1):110-112.
[7]宋刚,李锦文,王筱虹,等.水质监测综合性设计实验教学改革实践[J].安徽农业科学,2015(18):388-389.