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Citation: Zhen Wu, Huaixia Chen. Teaching Reform of Analytical Chemistry Experiment and Theoretical Knowledge Integration Based on Problem-Based Learning: A Case Study of “Determination of Water Hardness”[J]. University Chemistry, ;2023, 38(10): 179-184. doi: 10.3866/PKU.DXHX202301003 shu

Teaching Reform of Analytical Chemistry Experiment and Theoretical Knowledge Integration Based on Problem-Based Learning: A Case Study of “Determination of Water Hardness”

Zhen Wu ,
Huaixia Chen ^,

College of Chemistry and Chemical Engineering, Hubei University, Wuhan 430062, China

Corresponding author: Huaixia Chen, hxch@hubu.edu.cn
Received Date: 3 January 2023
Revised Date: 27 March 2023

An analytical chemistry experimental course should include theoretical, practical, and applicable properties, which mainly trains students to standardize operations and cultivates their ability to apply theoretical knowledge of analytical chemistry to address practical problems. Currently, a serious disconnect between experimental and theoretical knowledge exists as students are used to “taking prescriptions as prescribed”. This study applies a problem-based learning method to the experimental teaching of analytical chemistry. To promote effective integration between experimental and theoretical teaching, teaching reform was performed by improving teaching mode, perfecting course content, and optimizing examination methods. This can completely mobilize students’ learning autonomy and cultivate their abilities to observe, think, analyze, and solve problems. In this manner, the teaching effect of the experimental course was effectively improved.
- Problem-based learning method,
- Experimental teaching of analytical chemistry,
- Teaching reform
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