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关键词： 问题   项目引领式教学   高校   有机化学教学   应用  

摘要： 目前,我国部分高校的有机化学教学工作还停留在只教不说,只看不用的层面,大部分的教师更加重视学生的学习能力、学习成绩,对于学生的自主学习、探究问题的能力没有十分重视,从而引领式教学也逐步被教师所忽视。因此,这便要求高校有机化学教师能够合理、多样地运用教学策略,提高有机化学教学水平,提升学生学习的动力和主动性。

关键词： 绿色化学理念   有机化学实验   教学策略  

摘要： 迅速发展的有机化学学科为各类有机合成技术的诞生奠定了基础,就有机化学实验所造成的环境污染问题而言,提出了有机化学实验绿色化理念。教学中绿色化理念的渗透,引导学生尊重自然,树立人与自然和谐发展的意识,是教务人员必须履行的责任与义务。笔者结合自身教学经验,就有机化学实验教学中绿色化学理念的渗透展开了分析。

关键词： 有机化学   教学改革   教学内容   教学方法  

摘要： 有机化学是一门理论性强、整体性强的环境类专业基础课,针对有机化学教学过程中存在的知识点多、与环境专业联系不紧密等问题,通过优化课程内容、改变授课模式、转变教育理念等方式进行了课程教学改革探索。激发了学生对课程的学习兴趣,增强了学生对于有机化学课程在环境专业领域应用的理解,为新型环境人才培养奠定了扎实的基础。

关键词： Second-Year Undergraduate   Upper-Division Undergraduate   Laboratory Instruction   Organic Chemistry   Hands-On Learning/Manipulatives   Acids/Bases   Aldehydes/Ketones   Synthesis   Green Chemistry   Natural Products  

摘要： A microwave-promoted synthesis of a carbocyclic curcuminoid has been developed for the undergraduate organic chemistry laboratory curriculum. The experiment features several teaching points: A novel Knoevenagel iminium-mediated condensation forms a highly conjugated, intensely colored natural product. Reaction occurs uniquely at the less acidic positions of the diketone owing to the formation of a boron enolate formed in situ. Green chemistry is demonstrated by the use of microwave irradiation for efficient reaction, minimal use of solvent, and rapid and convenient workup conditions. Students from multiple lab sections obtained the product in good yield and purity and submitted reports containing their results and conclusions.

关键词： Second-Year Undergraduate   General Public   Organic Chemistry   Distance Learning/Self Instruction   Multimedia-Based Learning   Textbooks/Reference Books   Professional Development   Student-Centered Learning  

摘要： In recent years, researchers have worked diligently to identify more effective means of facilitating student learning. Some promising pedagogical techniques that have emerged include the flipped-class model and test-enhanced learning. These pedagogical strategies have been incorporated into a multitouch book. A multitouch book is a dynamic platform that allows instructors to combine text, videos, interactive figures, and quizzes into an electronic book. A multitouch book was created and implemented in an organic-chemistry sequence. The course content in the multitouch book is divided into individual learning units. Each unit contains concise informative text, explanatory videos, and quizzes in a structured manner. The multitouch book contains all of the topics traditionally covered in a sophomore-level organic-chemistry course and was created using a variety of elements to engage students in a manner that best matches their learning preference. The multitouch book was created in iBooks Author, which has widgets that allow for the facile insertion of the videos, figures, irnages, and quizzes. Student response to the multitouch book was overwhelmingly positive.

关键词： vinylidene   reactive intermediate   gold   catalysis   dual catalysis   nucleophilic trapping   C-H insertion  

摘要： Gold vinylidenes have recently emerged as useful intermediates in synthetic organic chemistry. These species, which can principally be accessed by a 1,2-migration process from a gold-activated alkyne or by dual gold catalysis on a diyne substrate, can react with nucleophilic partners or by C-H insertion to produce a variety of functionalized (poly)cyclic compounds. This short review covers the synthetic approaches developed so far to access gold vinylidenes and the different reactivities these species can exhibit. 1 Introduction 2 1,2-Migration Processes 3 Dual Gold Catalysis 4 Other Processes 5 Conclusion

关键词： Second-Year Undergraduate   Organic Chemistry   Computer-Based Learning   Multimedia-Based Learning   Student-Centered Learning  

摘要： As a means to encourage engagement in a large introductory organic chemistry class, students were tasked with the creation of digital tutorials for specific problems sourced from the assigned class textbook. Students had the freedom to choose how to produce their tutorials as long as the final product was a digital object suitable for sharing with other class members. Analysis of the project outcomes showed that most students successfully produced a tutorial meeting the required criteria and engaged in self-regulated learning by improving their tutorials as a result of instructor feedback and peer review. Tutorial media varied depending on the students' preferences, but video content was the most common medium chosen by students, followed by slide shows and infographics. Completed tutorials were made available to other students in the course and also to the general public in an online open-access repository. As a result of their development of these reusable assignments, students reported positive outcomes in their self-reflection forms, including new or improved organic chemistry content learning as well as the acquisition of new technical skills and an appreciation of the peer review process. This report details the design and outcomes of the project with an emphasis on student perceptions of the completed works.