Preliminary Study on Chemical Experiment Teaching Reform

Research on the Reform of Chemical Experiment Teaching in Panzhihua University Journal Hu Xianghong Department of Chemical Engineering, Panzhihua University, Panzhihua 617000, China Experimental teaching of chemical engineering, and experimental teaching of other disciplines are very important practical links in college teaching. And because chemistry has an experimental discipline, the role of experimental teaching in chemical education is even more important. However, from the author's research point of view, the status quo of chemical engineering experimental teaching and its purpose of chemical experiment teaching and the need for chemical experiment teaching reform. It is determined by the difference between the current state of experimental teaching in chemical engineering and its ultimate goal. to this end. We must first discuss the purpose of chemical experiment teaching and its current situation. In order to clarify the gap. After asking the right questions, I can think of the right medicine. The purpose of chemical experiment teaching is determined by the purpose of higher education. The task of our colleges and universities is to train senior professionals. Students in engineering colleges must receive basic training from engineers. Therefore, it has a solid and generous theoretical basis and solves complex engineering techniques. Students are taught to learn and familiar with the use of common chemical equipment. Learn to observe and judge experimental phenomena correctly, learn to measure and record the number of experiments to resist the drawing, correct analysis and processing of the experimental results, and come to an objective rather than a decisive conclusion, and finally complete the writing of the experimental report. The entire experimental process can enable the students to consolidate and deepen the Learn theoretical knowledge. Can also train their observations. Hands-on. The ability to think and innovate also enables students to be trained in rigorous and realistic scientific style and scientific attitudes to master the skills of independent experiments and technical work. It is precisely because of the purpose of higher education and the important role of chemical experiment in chemical engineering teaching. Colleges and universities in various countries have introduced experiments as an important means of verifying knowledge and cultivating competence into the teaching of higher education. And generally increased the number of hours of experiment teaching. In Russia, the United Kingdom and India, chemical university students must arrange about the number of hours of experiment teaching after admission. Our school is in the general situation of reducing the total school hours. We still insist that the experimental teaching hours should not be lower than the principle of total academic hours. This allows us to understand the importance of experimental teaching in the training of professional talents. The basic hours of experimental teaching have also been guaranteed. but. There are still many questions about chemical experimental teaching in our school, and there is still a considerable gap between the status quo and the ultimate goal.

The main question of chemical experiment teaching in chemical experiment teaching is its difference in status and purpose. The concrete question that caused this kind of difference is now the following aspects 1 The experimental fund is insufficient, the equipment is not complete. The face of the experiment was not wide enough. The amount is also insufficient. 2 Experimental content Repeated use of the balance, for example, was arranged in the inorganic chemistry organic chemical analysis chemistry course course. Now the experimental teaching mode uses teachers to talk about the purpose principle of the experiment. The teacher has made full preparations before the students experiment, and find out the key to the success of the experiment. Where the experiment may go wrong.

Remind students in advance to work hard to prevent problems. Clearly explain the key students to the students. This type of experimental teaching method basically enables students to follow suit. The ability of the students' imagination to handle emergencies and design capabilities cannot be properly developed. 4 outdated teaching content. Most of the experiments that students do now are the direct consequences of the relatively more experimental internal boundaries of the experiment compared to the Soviet Union, which is to make the status quo of chemical experimental teaching incompatible with its purpose. such as. Insufficient funding for experiments. The equipment is not complete. The face of the experiment was not wide enough. The amount is also insufficient. Students are not allowed to contact certain chemical equipment that must be contacted. The breadth and depth of experimental learning has also been affected. The repeated repetition of the experiment results in an unwarranted loss of students' time and energy. It also causes students' initiative and enthusiasm to experiment. Ultimately affect the effect of experimental learning. This is the current state of the experimental teaching of chemical engineering and the fundamental reason why its purpose is not adapted. To solve the drawbacks of my school chemistry experiment teaching. It is necessary to reform the current experimental teaching of chemical engineering. The countermeasures for the reform of chemical experiment teaching are based on the objectives and questions of the experimental teaching of chemical engineering in our school. The countermeasures of our experimental teaching reform mainly include the following aspects: 1 Providing financial guarantees. This is the key to reforming experimental teaching and achieving experimental teaching. Because only the necessary financial guarantees are available. It is possible to add equipment and expand the coverage of the experiment. The final solution to our school's chemical experiment equipment is not complete, and the face of the experiment is not wide enough. 2 Select experimental content to avoid unnecessary duplication. This can avoid the unwarranted loss of teachers and students' time and energy. 3 change the single experimental teaching mode, for example. Divide the content of the experiment according to the laws of teaching. The lower grades are mainly responsible for the training of basic operational skills, including the preparation of equipment for the claims. The installation of the instrument, the material curriculum, and the ability to enable students to work independently and practically can apply the learned knowledge combined with practice to solve practical problems. In the higher grades, comprehensiveness is provided.

Design-oriented research to cultivate students' innovative ability. In conjunction with the dissertation, it will improve students' ability to conduct scientific research. 4, the actual effect of the new chemical reform experiment teaching after the reform can be achieved The above mentioned chemical experiment teaching reform is effective, the author through a specific experimental project Fan study, now the author's research as an example. Through the comparison of the actual results before and after personal local reforms, the effect of the reformed chemical experiment teaching on the practical ability of students can be illustrated. Example The preparation of basic copper carbonate is used. 4 The solution is treated with 32, 3 solutions to prepare basic copper carbonate. Due to the different ratios of reactants and other precipitation conditions. Or generate a blue 2,30扪2. Or generate a peacock green, 03 out of 2 may also be a mixture. In this experiment, the author only carried out reforms in various aspects, that is, the selection of experimental projects to give students enough room for thinking. I am not afraid that a few students will lose their experiments. The key is to ask students to seriously find out the cause of the experimental loss and learn lessons from it, which can also achieve the purpose of experimental teaching. This partial reform also achieved better results before the reform. Unnecessary repetition wastes considerable time and effort. The time for doing this experiment is limited. It is impossible to leave too much time for students to observe and think for themselves. In order to avoid the failure of student experiments, the teacher gave a very detailed description before the experiment. Even directly tell the students the appropriate reaction conditions for the experiment. After the reform. Instead of telling the students the appropriate reaction conditions for the experiment, the teacher asked the students to explore the appropriate reaction material ratio and temperature from the experiment to obtain a peacock green basic copper carbonate. And give students some thought time and space for students to observe before the experiment. Thinking. The student is in the search for experimental reaction conditions and during the experiment of material preparation. Observing ability, hands-on ability, experimental skills and analysis. The ability to design experiments has been nurtured, first of all, students' ability to work. The cultivation of experimental skills has been enhanced by the use of pipettes to take fluids and aspirate fluids for dripping and dropping. The water bath was heated to stir the precipitate, washed and centrifuged. Check whether the precipitate is washed clean and filtered under reduced pressure. Weighing and other basic operations repeated training. The development of their hands-on and experimental skills has been enhanced, and secondly, the cultivation of students’ observation ability has also been strengthened in the 751 water bath. The copper sulfate solution and the sodium carbonate solution are mixed in different ratios to the Guan 2 well phenomenon. The green precipitate contains a small amount of blue precipitates, bubbles are generated, and the precipitation speed is relatively fast.

Began to entrain some blue in the green precipitate. After a period of time, it turns green. Bubbles are produced. The sedimentation rate is relatively fast The blue precipitate contains black precipitates, bubbles are generated, and the sedimentation rate is relatively slow.

The blue precipitate contains more black precipitates, bubbles, and the sedimentation rate is the slowest.

The observation of experimental phenomena with subtle, accurate, and profound observations is a prerequisite for making correct judgments. It is the key to this experiment. No subtle observations can lead to erroneous conclusions before reforms. Because there is not enough time and space to carefully observe and think, some students only rely on the color of mixed precipitation. And ignore the change in precipitation color and the speed of precipitation. Get the wrong raw material ratio. After the reform. This situation did not appear to be based on observation based on careful consideration. Make observations more careful and profound. In this way, students’ observation ability has also been improved.

once again. Students' analysis and questioning ability to ask questions and serious scientific attitude The rigorous experimental style has also been well-trained. In this experiment, you will encounter a few 1 call, and 3.04 is mixed with a sinusoidal color. Why? 1; Why experiment, ask, add 4 to 2, 3, 2 why 2, 3 and 4 mixing speeds are faster, 3 when exploring mixture ratios. Why do you get different experimental results when using the team 1 small test tube and do experiments with leaky legs and large tubes? (4) Solve the problem of changing the color of the precipitate after mixing with (4) the under-bath heating. These questions have not allowed students to think carefully. Over, now. The author asks students to think carefully before experimenting. Then make an answer. result. In the course of answering these questions, students make the theoretical knowledge they have learned. To be consolidated and applied, some students in the analysis were indeed inaccurate due to inaccurate observation of inaccurate sampling and inaccurate experimental conclusions. At this time, the author asked these students to find out the reasons for the experimental failure to sum up lessons learned, which also reached the final results of the experimental teaching, the ability of students to design experiments has also been well-trained due to giving students plenty of room for thinking. Students explore the conditions of reaction. Careful observation of experimental phenomena. In the analysis of the questions that emerged in the experiment, an experimental scheme for the preparation of malachite green basic copper carbonate was finally designed, which naturally enabled the students to better design the experimental ability.

In short, chemical experiment teaching is an important part of chemical education, due to a variety of reasons, the status quo of chemical experiment teaching and its ultimate goal of observation. Hands-on ability thinking ability scientific research ability and innovation ability. Students are trained in rigorous and realistic scientific style and scientific attitude. Fengxing independently engages in scientific examinations and subjects; Jiang Zheng improves chemical experiment teaching. Xue Tian likes higher education. Elbow Shanghai East China Normal University Press. 1988315317.

2 Huang Jun left Huang Yi. An Attempt of Experimental Teaching Reform. Chemical Higher Education 2000 152 4 Mori Sen and other basic chemistry teaching change teaching to chemical education 17.20415