引用本文:
贾娜尔·吐尔逊, 张雯, 米日古力·阿布都艾海提, 谭瑞康. 基于任务驱动学习的有机化学课程混合式教学模式设计与实践——以“共轭体系和共轭效应”为例[J]. 大学化学,
2026, 41(7): 1-7.
doi:
10.12461/PKU.DXHX202504009
Citation: Tuerxun Jianaer, Wen Zhang, Abuduaihaiti Miriguli, Ruikang Tan. Design and practice of a blended teaching model for organic chemistry based on task-driven learning: a case study of “conjugated systems and conjugation effects”[J]. University Chemistry, 2026, 41(7): 1-7. doi: 10.12461/PKU.DXHX202504009
Citation: Tuerxun Jianaer, Wen Zhang, Abuduaihaiti Miriguli, Ruikang Tan. Design and practice of a blended teaching model for organic chemistry based on task-driven learning: a case study of “conjugated systems and conjugation effects”[J]. University Chemistry, 2026, 41(7): 1-7. doi: 10.12461/PKU.DXHX202504009
基于任务驱动学习的有机化学课程混合式教学模式设计与实践——以“共轭体系和共轭效应”为例
摘要:
依托网络教学资源，在有机化学课程中开展了基于任务驱动学习的教学和过程性评价。“秾大云”为实施高质量任务驱动学习提供了平台，实现了课前、课中、课后学习的有效衔接和过程考核成绩的实时更新。本文以“共轭体系和共轭效应”为例介绍了基于任务驱动学习的教学设计。任务驱动式教学实现了“以学生为中心”的课堂氛围，提高了学生学习的积极性和主观能动性。在“任务”驱动下学生深入学习概念，探索概念之间的内在联系与概念所含的一般规律。基于任务驱动学习的教学模式可以培养学生的科学思维能力和基于一般科学规律的多角度分析问题、解决问题的能力，不只传授知识，更是教给学生学习方法。本实践为高校有机化学课程混合式教学模式的探索提供了范式。
English
Design and practice of a blended teaching model for organic chemistry based on task-driven learning: a case study of “conjugated systems and conjugation effects”
Abstract:
Leveraging online teaching resources, this study implemented task-driven learning pedagogy and process-oriented evaluation in organic chemistry instruction. The “Nongdayun” platform facilitated high-quality task implementation by seamlessly integrating pre-class, in-class, and post-class learning activities while enabling real-time updates of formative assessment data. Using “conjugated systems and conjugation effects” as a representative case, we present the instructional design framework of this task-driven approach. This teaching method fostered a student-centered classroom environment that significantly enhanced learners’ engagement and self-directed learning capabilities. Through task-oriented activities, students achieved deeper conceptual understanding by exploring intrinsic relationships between concepts and underlying scientific principles. The task-driven model not only cultivates students’ scientific reasoning abilities but also develops their capacity for multi-perspective problem analysis and solution-finding based on fundamental scientific laws. Beyond knowledge transmission, this approach emphasizes methodological learning, thereby establishing a valuable paradigm for blended learning innovation in higher education organic chemistry courses.
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Key words:
- Organic chemistry
- / Task-driven learning
- / Blended teaching
- / Conjugate system
- / Conjugate effect
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