引用本文:
彭俊钰, 孔德龙, 崔环环, 闫春燕, 王峰. 问题引导预习下探究型教学模式的构建与实践——以无机化学元素性质实验为例[J]. 大学化学,
2026, 41(2): 73-81.
doi:
10.12461/PKU.DXHX202503047
Citation: Junyu Peng, Delong Kong, Huanhuan Cui, Chunyan Yan, Feng Wang. Construction and Implementation of an Exploratory Teaching Model Based on Problem-Guided Preview: Taking Inorganic Chemistry experiments of Element properties as example[J]. University Chemistry, 2026, 41(2): 73-81. doi: 10.12461/PKU.DXHX202503047
Citation: Junyu Peng, Delong Kong, Huanhuan Cui, Chunyan Yan, Feng Wang. Construction and Implementation of an Exploratory Teaching Model Based on Problem-Guided Preview: Taking Inorganic Chemistry experiments of Element properties as example[J]. University Chemistry, 2026, 41(2): 73-81. doi: 10.12461/PKU.DXHX202503047
问题引导预习下探究型教学模式的构建与实践——以无机化学元素性质实验为例
摘要:
针对地方高校无机化学实验教学中存在与前序高中化学基础连贯性欠佳、与后续综合实验课程衔接乏力的双重断层问题，本文以元素性质实验为例，构建了“问题引导预习-异常驱动探究”协同教学模式。通过开发问题引导的预习资源(操作视频+预习报告)，辅助学生规范基础操作、梳理实验原理，弥合中学-大学知识技能的衔接断层；通过“异常现象-探究任务”的课堂转化，构筑了“认知冲突→变量分析→方案设计→理论溯源”的科学思维连贯性培养路径，解决由基础实验向高阶实验过渡的“能力断崖”的难题。研究表明：新型模式促进了师生角色转变(学生从“机械操作者”进阶为“主动探究者”，教师从“知识讲授者”转型为“思维引导者”)和学生综合能力的提升(实践考核的优秀率从2.6%提升至9.8%)，为地方院校实验教学提供了可复制的改革范式。
English
Construction and Implementation of an Exploratory Teaching Model Based on Problem-Guided Preview: Taking Inorganic Chemistry experiments of Element properties as example
Abstract:
An integrated “problem-guided preview and anomaly-driven inquiry” teaching model was developed through experiment in elemental chemistry to address two key challenges in inorganic chemistry experimental teaching at local universities: the lack of continuity with high school chemistry foundations and insufficient integration with advanced experimental designs. Problem-guided preview resources were created to help students standardize basic operations and clarify experimental principles, thereby bridging the knowledge and skill gap between secondary and tertiary education. The transformation of “anomaly-to-inquiry” and the coherent approach for fostering scientific thinking, consisting of “cognitive conflict → variable analysis → scheme design → theoretical tracing”, were established to overcome the competency gap between basic and advanced experimentation. Practical results demonstrated that this model facilitated a role transformation (students: from “passive executors” to “active investigators”; teachers: from “knowledge lecturers” to “thinking cultivators”) and improved student competencies (the excellent rate increased from 2.6% to 9.8%). This model offers a paradigm for experimental teaching reform at local universities.
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