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关键词： 学科素养   有机化学实验   解题过程   化学实验题   考查点   探究能力   综合性强   模拟试卷  

摘要： 化学实验有助于考查学生的创新与探究能力,彰显化学学科素养.我们研究近年来高考及一些模拟试卷中的化学实验题,发现试题中若以情境新颖、综合性强的有机化学知识为情境,考生在解题过程中特别容易出错,本文针对该易错考查点进行分析探究.

关键词： 有机化学  

ISBN: (纸本)9787567238701

摘要： 本书由盐城师范学院长期从事有机化学实验教学的一线教师及有着丰富的企业管理、生产实践经验的工程师，根据学科发展方向、专业人才培养目标、课程思政教育教学改革要求及企业生产实践人才需求编写。在编写内容和结构体系安排上，本教材继承了传统有机化学实验教材的框架和优点，包含有机化学实验基础知识、基本实验技术、有机化合物物理常数测定、有机化合物合成与制备、有机化合物鉴定等章节，内容由基础至综合，由简单到复杂，课程思政元素及校企结合案例穿插其中，兼顾应用性，以推动有机化学实验教育教学改革与课程建设迈上新台阶。

关键词： 有机化学-高等学校-教学参考资料  

ISBN: (纸本)9787122404794

摘要： 本书是为了解决高等医学院校学生有机化学课程内容多、学时少、学生负担重而编写的学习辅助教材，按照高等医学院校医学类专业《有机化学》的各章顺序进行编写，每章由基本要求、知识点归纳、典型例题解析和本章测试题四部分组成，力求帮助学生在听完课后，在有限的时间内完成学习任务。教材中的18套本章测试题和6套阶段性测试题的题量都控制在两个小时以内，题型与考试题一致，并附有参考答案，有助于学生进行自我检测学习效果，提升学习成绩。

关键词： 有机化学-化学实验-高等学校-教材  

ISBN: (纸本)9787122404008

摘要： 本书共九章，主要介绍了有机化学实验的基础知识、基本操作技术、基础合成实验、天然产物的提取与分离实验、部分人名反应实验、综合性实验、设计性实验、有机化物的定性鉴定等内容。教材中除经典的实验项目外，增加了部分综合性实验和设计性实验；同时，将当前有机化学的研究热点，如酶催化合成反应、超声辅助反应、微波辐射有机反应、光催化反应、电化学氧化在有机合成中的应用等内容收入教材，以开拓学生的视野。对普遍开设的以及重难点实验内容，教材中配有教学视频和实验操作视频等，读者可扫描二维码进行学习。

关键词： diversity and inclusion   organic chemistry   women in chemistry  

摘要： Held June 24-25, 2021, the third annual Empowering Women in Organic Chemistry (EWOC) conference gathered organic chemists at all stages of the career pipeline for rich professional development opportunities and a showcase of recent scientific achievements. This Meeting Review outlines the program.

关键词： Enzymes  

摘要： Biocatalysis has an enormous impact on chemical synthesis. The waves in which biocatalysis has developed, and in doing so changed our perception of what organic chemistry is, were reviewed 20 and 10 years ago. Here we review the consequences of these waves of development. Nowadays, hydrolases are widely used on an industrial scale for the benign synthesis of commodity and bulk chemicals and are fully developed. In addition, further enzyme classes are gaining ever increasing interest. Particularly, enzymes catalysing selective C-C-bond formation reactions and enzymes catalysing selective oxidation and reduction reactions are solving long-standing synthetic challenges in organic chemistry. Combined efforts from molecular biology, systems biology, organic chemistry and chemical engineering will establish a whole new toolbox for chemistry. Recent developments are critically reviewed.

关键词： Second-Year Undergraduate   Organic Chemistry   Women in Chemistry   Student-Centered Learning  

摘要： Culturally relevant pedagogy and critical race feminism can be utilized to challenge the inequality and masculine nature of chemistry. Such an approach is needed to increase the representation of Black women in STEM and can be leveraged to create a curriculum that addresses the lived experiences of these individuals. This approach can shift the dynamics of the learning environment by allowing students to take the lead in creating knowledge and, in the case of students, seeing how other Black women experience and contribute to the field of chemistry in meaningful ways. In acknowledging the intersection of gender, race, and personal interest in connection with culturally relevant pedagogies, learning strategies have been created to engage Black women. Student interview and survey data revealed their interest and growing knowledge of the relevance of science. The information also showed that completing the culturally relevant lab activities helped students see themselves as developing scientists. Based on the response to the activities, it is believed that the intentional design of an academically challenging and inclusive curriculum will enhance students' perception of themselves as scientists.

关键词： Second-Year Undergraduate   Organic Chemistry   Communication/Writing   Mechanisms of Reactions   Minorities in Chemistry  

摘要： Historically, deaf and hard-of-hearing students (D/HH) who solely rely on an interpreter during organic chemistry lecture courses at the Rochester Institute of Technology consistently performed below the average in the class. A barrier attributed to this D/HH student performance is the lack of standardized methods in sign language to effectively communicate the organic chemistry terminology. As such, our group worked to address this challenge through a deliberate effort to develop a lexicon of insightful signs/classifiers that convey organic chemistry vocabulary as well as descriptive expansions to demonstrate challenging concepts. We will share our remarkable findings after the signs were developed and implemented, and the implications sign language incorporation in education could have on how we teach all students enrolled in STEM disciplines in the future.

关键词： Second-Year Undergraduate   Organic Chemistry   Internet/Web-Based Learning   Multimedia-Based Learning   Computer-Based Learning   Minorities in Chemistry  

摘要： Equal access to an instructor's time and attention can be a barrier experienced by many underrepresented minorities. An instructor's own biases will determine the nature of their interaction with students, and even well-meaning instructors can interact with students in differential ways, which might prevent certain students from having access to the material in the class. This is an insidious problem, which may or may not be recognized in peer and student evaluations, and an issue that might escape self-reflection even in educators that are committed to diversity and inclusion. This issue conflates both actual and perceived biases, introducing a complex dynamic between instructor and student. Virtual reality (VR) provides an avenue to generate materials that can be used to enhance or replace classroom instruction with a great degree of realism. Our approach at NC State University was to design VR laboratories that were as inclusive and diverse as possible. This encompassed sourcing content and tapping talent from students that represented a broad range of races, gender identities, and ethnicities. These realistic simulations offer the advantage of minimizing instructor bias (since the instructor generates the material in the absence of the students) while offering students that might struggle with the instructor in a personal setting the opportunity to experience the best that the instructor has to offer. Analysis of the data collected in a user study of VR materials created for organic chemistry laboratories offers insights into the way that students interact with VR instructors. Comments provided by underrepresented minority students point to the perceived impartiality of the instructor, ability to engage with the material independently, and remote access as some of the desirable features of the experience.