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Citation: Liping Wang, Huanfeng Wang, Yuling Li, Lingchuan Li, Xiaojing Li, Huifeng Chen, Bowen Ji, Linna Wang. Exploring the Full Process of a Research-Based Teaching Model through the Deep Integration of Theory and Practice: A Case Study of the Self-Designed Scheme for “Determination of Total Acid Content in White Vinegar”[J]. University Chemistry, ;2025, 40(5): 244-251. doi: 10.12461/PKU.DXHX202406035 shu

Exploring the Full Process of a Research-Based Teaching Model through the Deep Integration of Theory and Practice: A Case Study of the Self-Designed Scheme for “Determination of Total Acid Content in White Vinegar”

College of Food and Chemical, Zhengzhou University of Technology, Zhengzhou 450044, China

Corresponding author: Liping Wang, hdwlp@163.com
Received Date: 11 June 2024
Revised Date: 2 September 2024

This study employs research-based methods to deeply integrate theoretical knowledge with practical applications, leading to a multi-dimensional reform of the research-based teaching model in the analytical chemistry course for first-year undergraduate students at our university. This approach has been shown to effectively enhance students' active learning capabilities, foster their skills in information processing and problem-solving, and facilitate the transition from surface learning to deep learning. The findings aim to offer insights for implementing research-based teaching strategies for lower-year students with limited systematic knowledge of chemistry and underdeveloped research skills.
- Research-based teaching,
- Deep learning,
- Classroom reform
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