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Citation: Shuang Meng, Haixin Long, Zhou Zhou, Meizhu Rong. Inorganic Chemistry Curriculum Design and Implementation of Based on “Stepped-Task Driven + Multi-Dimensional Output” Model: A Case Study on Intermolecular Forces[J]. University Chemistry, ;2024, 39(3): 122-131. doi: 10.3866/PKU.DXHX202309008 shu

Inorganic Chemistry Curriculum Design and Implementation of Based on “Stepped-Task Driven + Multi-Dimensional Output” Model: A Case Study on Intermolecular Forces

College of Chemistry and Chemical Engineering, Yunnan Normal University, Kunming 650500, China

Corresponding author: Shuang Meng, Meizhu Rong,
Received Date: 4 September 2023

Inorganic chemistry serves as a fundamental subject in university chemistry disciplines. To address the issues of fragmented knowledge points, monotonous teaching method and insufficient training in disciplinary thinking, we explored a “stepped-task driven + multi-dimensional output” model. Focusing on intermolecular forces as a case study, this approach incorporates diverse and interactive evaluation methods, including the use of Rubrics assessment scales. The practical implementation of this teaching model has shown promising outcomes, effectively facilitating personalized student development, enhancing active engagement, strengthening professional identification and cultivating disciplinary literacy.
- Stepped-task,
- Multi-dimensional output,
- Inorganic chemistry,
- Intermolecular forces
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