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关键词： 多元化   互动式   教学方法   有机化学  

摘要： 在社会快速发展的进程中,应用型人才的需求量逐年增多,作为知识的传播者,教学方法的改革直接影响到课堂教学的效果。有机化学是高等医学院校的一门重要的基础课程,理论知识与后续的多门医学专业课程理论知识密切相关,因此,有机化学的教学效果直接影响到学生后续临床专业基础课程的学习质量。该院将多元化的教学手段引入有机化学理论课教学课堂,基于教师与学生间"互动",实现激发学生的学习兴趣,促进学生自主学习能力,挖掘学生的创新能力,培养学生的创造性思维的目的。

关键词： 高中化学   核心素养   有机化学   教学方法  

摘要： 在新一轮课程改革下,培养学生的核心素养逐渐成为课改的主旋律。尤其是2017年全国普通高考化学考试大纲修订版的颁布,其中就化学基础知识和化学学科能力的考核给予了充分的重视。在高中化学教学活动开展中,教师要以基础知识讲述为基础,使学生在学习知识的过程中,不断发展其化学学科能力,实现化学知识内容与化学学科素养的协同发展。本文主要立足高中有机化学这一内容来谈一谈如何培养学生的化学核心素养。

关键词： 教学设计   学生学习主动性   四环节教学法   自学情境   有机化学   教学步骤   有效教学   教学过程  

摘要： 微课教学通过构建自学情境,释放学生学习主动性。学生使用微课学习有机化学,需要突出学习目的性,细化具体教学步骤。笔者将“目标-内容-方法-评价”四环节教学法运用到有机化学的微课教学之中,形成有效教学的闭环。在这个闭环的教学过程中,学生既是主体又是客体,教学的主动性进一步体现出来。微课教学体现翻转教学的基本思想,它展现出教师课堂教学的基本内容,需要学生在课前通过自学完成。

关键词： 农业化学   发现者   化肥   有机化学   化学教育家   生物化学   教学方法   植物营养  

摘要： 尤斯图斯·冯·李比希,1803年5月12日出生于德国达姆施塔特,1873年4月18日逝世于德国慕尼黑)是一位德国化学家,他最重要的贡献在于农业和生物化学,他创立了有机化学:因此被称为“有机化学之父”。作为大学教授,他发明了现代面向实验室的教学方法,因为这一创新,他被誉为历史上最伟大的化学教育家之一。他发现了氮对于植物营养的重要性,因此也被称为“肥料工业之父”。

关键词： Second-Year Undergraduate   Graduate Education/Research   Chemical Education Research   Organic Chemistry   Reactions   Mechanisms of Reactions  

摘要： To explore the differences between how organic chemistry students and organic chemistry professors think about organic chemistry reactions, we administered a card sort task to participants with a range of knowledge and experience levels. Beginning students created a variety of categories ranging from structural similarities to process oriented categories. Professors and more experienced graduate students created their categories only for process oriented reasons. Professors discussed different features of the reactions than the students did, suggesting that students need guidance and opportunities to develop skills to identify mechanistically relevant features in a reaction. More specifically, at the University of Ottawa, a transformed organic chemistry curriculum has been designed and implemented where students are first taught the language of mechanisms before learning about specific reactions. Then, students are taught reactions in order of their governing pattern of mechanism, rather than by functional group. We developed a card sort task to investigate how students perceive the organization of the reactions in the curriculum as well as to explore how graduate students and professors think about organic chemistry reactions. There were 25 cards designed with reactants and reagents for reactions taught within the first two semesters of organic chemistry. The card sort task is composed of two parts: first, participants are asked to sort 15 cards into categories;second, the participants are given 10 additional cards and asked to incorporate them into their existing categories. During the fall 2017 semester, second semester organic chemistry students (N = 16), organic chemistry graduate students (N = 10), and professors who either teach and/or conduct research in organic chemistry (N = 7) were interviewed using the card sort task. We analyzed the participants' categories for cards that were frequently sorted together and the reasons they gave for creating the categor

关键词： Second-Year Undergraduate   Upper-Division Undergraduate   Organic Chemistry   Inquiry-Based/Discovery Learning   Kinetics   Reactive Intermediates  

摘要： Acquiring conceptual understanding seems to be one of the main challenges students face when studying organic chemistry. Traditionally, organic chemistry presents an extensive variety of chemical transformations, which often lead students to recall an organic transformation rather than apply conceptual knowledge. Strong surface level focus and rather weak conceptual at knowledge is the consequence. Purposefully designed tasks, which help engaging students to "overlook" the structural features, are proposed here as a means to enhance conceptual understanding and the integration of concepts. Following the idea of contrasting cases, broadly used in science education, and mirroring the epistemic practice of organic chemistry, we illustrate how contrasting cases can be embedded in an inquiry process to highlight the influence of electronic substituent effects on reactive intermediates and rates of organic reactions.

摘要： Carbon monoxide as an example of reducing agent, in contrast to classical reducing agents (hydrogen and metal hydrides), can provide very high atom precision for reductive addition of substrates with various functional groups. This enables synthesis of new compounds with unique structures and properties.

关键词： 饮食健康   生命   基础   有机化学  

摘要： 随着我国社会经济的发展,人们生活水平的提高,对饮食健康也越来越重视。民以食为天,我们的正常生活离不开食物,人体正常代谢需要从食物中摄取相关的营养物质,基础有机化学物质正是维护正常生命活动的重要因素。本文结合饮食健康,来论述学好生命中基础有机化学物质的重要性,为人们的健康饮食提供参考。

关键词： polyoxometalates   post-functionalization   redox chemistry   solvothermal reactions   vanadium  

摘要： We report the synthesis, post-functionalization, and redox behavior of two organically functionalized aggregates, [V6O7(OMe)(9){(OCH2)(3)C-CH2N3}] and [V6O7(OMe)(9){(OCH2)(3)C-NH2}]. All twelve (2)-oxo groups on the edges of the Lindqvist-type {V6O19} core were replaced by alkoxo ligands. The absence of a negative charge and the closed organic shell make these neutral mixed-valence compounds very stable towards hydrolysis and well soluble in almost all common organic solvents. These are important advantages over classical POMs. By post-functionalization through copper(I)-catalyzed Huisgen cycloaddition or imine formation, various organic moieties could be introduced. Even a well-soluble trimer composed of three hexanuclear vanadium units connected through an aromatic triimino core was synthesized and studied. The diverse redox behavior, the versatile reactivity, the good stability, and the excellent solubility make our vanadium compounds highly interesting for applications as building blocks in macromolecular chemistry as well as redox labels in biochemistry.