王萍萍 余兰 钟永科

摘  要：分析化学设计型实验主要是对学生综合素质和创新能力的一次训练。由于受到分析化学传统实验课程占主导、学生基础不同等分析化学设计型实验现状的影响，因此导致分析化学设计型实验的课堂上教学效果不佳，往往会出现较多零互动、零状态的现象。本人将“微课”引入教与学过程中，形成“三个阶段”的教学与反馈机制。不仅有利于教师解决分析化学设计型实验实操过程中出现的重难点，加强教师对学生的引导，因材施教弥补学生在学习设计型实验的短板，改善分析化学设计型实验的现状;同时也使学生对知识重难点的掌握及实际操作过程印象更加深刻，学生在实验过程中能够达到知其然且也知其所以然的目的。

关键词：分析化学  设计型实验  微课  教学改革

中图分类号：G434          文献标识码：A                   文章编号：1674-098X（2021）03（a）-0198-04

Discussion on the Reform of Design Based Analytical Chemistry Experiment Promoted by "Micro Class"

——Take the Experiment of "Extraction and TLC Analysis of Effective Components of Salvia Miltiorrhiza" as an Example

WANG Pingping*  YU Lan  ZHONG Yongke

（School of Pharmacy， Zunyi Medical University， Zunyi， Guizhou Province， 563000 China）

Abstract： Analytical chemistry design experiment is mainly a training for students' comprehensive quality and innovation ability. Due to the current status of analytical chemistry design experiments， For example： analytical chemistry traditional experimental courses dominate ， the students of different foundations etc.. Therefore， as a result， the classroom teaching effect of analytical chemistry design experiments is not good， and there are not often more interactions and states. I introduce " Micro class" into the teaching and learning process， for forming a "three-stage" teaching and feedback mechanism. It is not only helpful for teachers to solve the important and difficult points in the practical operation of analytical chemistry design experiments， strengthen teachers guidance to students， teach students in accordance of their aptitudes to make up for students shortcomings in learning design experiments， and improve the current situation of analytical chemistry design experiments; students are more deeply impressed by the important and difficult points of knowledge and the actual operation process. During the experiment ，students can achieve the goal that not only know it， but also know how it comes.

Key Words： Analytical chemistry; Designing experiment; Micro class; Teaching reform

微課（Microlecture）是运用信息技术按照认知规律，呈现碎片化学习内容、过程及扩展素材的结构化数字资源。它是在传统单一教学资源的基础上继承和发展起来的一种新型教学资源。一节微课通常由以下5个部分组成：微视频、微教案、微课件、微习题、微反馈。其中核心部分是微视频。根据学生的认知特点和学习规律，有目的性将重点、难点的讲解制作成5～15min的微视频。学生通过观看微视频的过程，不仅丰富学习体验的过程，更是从直观上满足弱化难点进而掌握重难点的过程。因此微课具有主体突出、反馈及时、成果简化、针对性强等特点，可弥补传统实验教学理论知识晦涩难懂，大型仪器不足，实验教学条件有限等问题，使其快速渗透在高校各大课程的教学改革中。……