Practice and Exploration of Chemical Course System Reform

The practice and exploration of the reform of the science curriculum system in higher science education Duan Xingchao, Yang Rongzhe, Zhang Jin (College of Chemistry and Material Science, Shaanxi Normal University, Xi'an, Shaanxi, strengthens teaching materials and laboratory construction, discusses the methods and experiences of the reform of the chemical curriculum system.

The chemical engineering curriculum is characterized by its engineering application and comprehensiveness. Its curriculum includes relevant knowledge of engineering, chemistry, physics, mathematics, and other subjects. It is often difficult for students of chemistry majors in normal colleges to learn and become tired of learning. For teachers, setting up chemical courses closely related to the actual production of the industry must not only take into account the students' own characteristics, training objectives and teaching requirements, but also reflect the characteristics of engineering technology courses, and cultivate students' practical ability and innovative spirit. Improving the overall improvement of students' knowledge, ability, and quality is undoubtedly an issue worth exploring. Over the years, we have done some work in the teaching of chemical engineering on the organization of teaching, research on teaching methods, and emphasis on ability development, etc., effectively improving The teaching quality of the chemical course was also courageously practiced and explored in the reform of the chemical course system. The reform of the course system, teaching content and experiments were carried out in various ways, and the chemical course research and quality education were organically combined. Has achieved satisfactory results.

First, research and explore a new model of chemical engineering courses Chemical engineering is an engineering technology discipline, involves a wide range of knowledge, the content is more complex, comprehensive and practical are stronger According to the characteristics of chemical engineering courses, we actively carried out the chemical engineering teaching research The attempt to integrate the teaching of knowledge, the cultivation of competence, and the implementation of quality education has gradually formed a new teaching model for chemical engineering in practice. Our specific approach is that the teaching object of the chemical course has certain chemical knowledge and skills. However, the practical knowledge of chemical production is particularly lacking, and the teaching of chemical courses requires students to have some perceptual knowledge of industrial production. These two aspects form a contradiction between teaching and learning. We have steps to resolve this contradiction. Organize teaching purposefully.

1. General introduction In the introduction of the curriculum and the outline of each chapter, the actual process of chemical production is summarized and analyzed through examples to enable students to obtain a preliminary understanding and a clear impression of chemical production, especially to clarify the connection and difference between chemical and chemical industry. In essence, grasping the essence of the chemical process 2 to carry out the intuitive teaching of the use of the conditions, and always put the intuitive teaching throughout the teaching of chemical engineering. Using the teaching aid model to analyze a device to understand a point in the chemical process; using experimental equipment to analyze a specific higher education equipment and process to form the concept of “line” in chemical production; Electrification teaching surveys the entire chemical production process, constitutes the “face” of knowledge “points”, “lines” and “faces”. It transforms scattered impressions into more systematic and intuitive knowledge and emphasizes experimental teaching. Chemical experiment is the verification of the basic laws of chemical engineering courses, and it is also the epitome of basic unit operations and unit processes of chemical production. It provides students with excellent conditions and means for acquiring practical knowledge. We combine our own experimental equipment sets and student numbers. Seriously arranging experimental teaching and rationally performing a scientific combination of division of experimental groups and experimental cycles, giving full play to the role of experimental devices while paying attention to improving the effects of experiments, so that students can not only understand chemical equipments and devices, but also link theory and deepen Principles of learning.

Organize industrial internships. Industrial internships are an important part of the chemical engineering curriculum. After students learn some chemical production knowledge, they organize industrial practices at an appropriate time, arrange on-site teaching and practice interspersed, and explain the main points of the production process of the internship factory in advance. During the study, we will focus on targeted activities, adopt a combination of points and surfaces, focus on in-depth methods, and visit some factories on the surface to enable students to have a general understanding of the overall picture of chemical production, and select a factory-focused workshop to enable students to produce chemical process equipment, Equipment, process technology, etc. have a deep understanding.

In the above aspects, the methods are different, the purpose is one, the overall introduction is predominant, and a clear concept of the chemical production process is formed in the students' minds; the equipment is taught in a timely and appropriate manner so that the students have a deep understanding of the chemical production throughout the entire process. The intuitive teaching has deepened the perceptual understanding of chemical production; necessary chemical experiments and chemical internships have pushed students' chemical knowledge to a new height. Several of them complement each other, forming a teaching model for chemical education for students of science majors. The chemical industry course involves industrial reality and must have a broad knowledge surface. At the same time, as an engineering technology curriculum, there are many empirical models and associated formulae. With certain degree of difficulty, we insist on carrying out research on teaching methods, improving teaching methods, and improving teaching standards.

Highlight the main line, overcome difficulties, and grasp the key to maintaining the discipline system and taking care of the systematic nature of the curriculum. Delete content that is irrelevant to the overall situation. Highlight the main line of the course. Scientific teamwork is dominant in teaching, and in a relatively wide range. The basic concepts and principles that govern the role are taught in detail; the difficult content that is difficult for the students to understand and confuse is explained many times, and the links between the various parts of the course are straightened out. The scattered knowledge is systematically adopted in a flexible and varied way of teaching. The chemical engineering curriculum covers a wide range, and the system of each chapter or even a chapter of a lesson may be different. Therefore, the teaching methods should be flexible and diverse. For example, the “Chemical Charting” course is a very practical course that aims to develop students’ ability to read and read pictures. We use the three modes of “systemic recounting,” “counselling induction,” and “student self-study.” To sum up in a timely manner, systematic knowledge summarizes, analyzes and summarizes what has been learned, makes it systematic and systematic, and allows students to learn and re-learn at a new height, which is important for mastering the curriculum and displaying them. The intrinsic link between them is of great benefit.

The chemical engineering curriculum has its own characteristics. It is reflected in the research ideas and processing methods for engineering problems. The teaching of chemical courses can not only be the imparting of chemical knowledge, but more importantly, it should allow students to learn the ideas of solving complex problems and solve engineering problems. The method stimulates their sense of innovation, enriches their imagination, and enables students to have the ability to independently acquire and control engineering knowledge to teach engineering ideas and engineering methods throughout the various courses. Emphasize the characteristics of engineering courses in teaching, highlight ways to deal with engineering problems, and deepen the study of engineering methodology. The chemical production process is complicated, and there are many practical problems that cannot be solved theoretically. The direct experimental methods commonly used in chemical engineering, the experimental analysis methods under the guidance of the secondary analysis method and the similarity theory, and the mathematical model method are all used to solve practical complexities. The special method used for the calculation and design of the process. It is not possible or necessary to spend a lot of time on the content of these studies. Only brief introductions can be made. It is necessary to emphasize the application and importance of these methods. Its purpose is to enable students to understand the reasons for adopting the processing methods in various processes, to grasp the essence of engineering problems, and to deepen the study of engineering methodology.

Practice and Exploration of the Reform of the Higher Education Science and Chemicals Curriculum System Second, reform of the curriculum system, updating of teaching content, highlighting quality education Since 1997, we have undertaken the Ministry of Education's “Higher Teacher Education Reform Plan” project, “21st Century Chemical Foundation” teaching content. The research on the reform of the curriculum system has enabled us to further change education ideas, change teaching concepts, and rethink the teaching of chemical engineering courses at normal colleges and universities in accordance with the educational reform ideas and goals proposed by the Ministry of Education. The demand for future chemical talents for socio-economic development has a more definite orientation for the establishment of chemical courses in the chemistry department of normal universities. We feel a great role in quality. The chemical industry production knowledge taught by the “chemical industry foundation” is the knowledge of chemical workers. The indispensable part of the "Chemical Basis", which is unique to chemical engineering, and the research methods and technical and economic perspectives of the engineering technology discipline, are important contents for training and cultivating students' abilities and qualities in chemistry. How to organize and arrange chemical knowledge reasonably and effectively, scientifically elaborate and impart the research ideas and methods of chemical engineering disciplines, highlight ability training and quality education, and become the key to the reform of the “chemical industry basic” curriculum system. The specific ideas for our reform are: The linkage and differentiation of the new system is based on the “How to realize the industrialization of chemical reactions”. Starting from the introduction of the chemical industry and chemical production processes, a typical product example is used to systematically analyze representative chemical product production processes, involving chemical unit operations and chemistry. The new technical and economic analysis of reaction engineering, process optimization, environmental protection and waste treatment, and chemical process development (course framework) integrate the course's main line and framework organically, and cover subject knowledge, covering teaching content, and strive to To achieve the overall system and integrity.

The contents of the original "three-transit and one-revolutionary" are compressed, and new developments in the chemical industry such as fine chemicals, biochemicals, coal chemical, etc., as well as the use of resources in the development of the chemical industry, such as the use of resources and energy, clean production, and environmental protection Global issues such as sustainable development have been incorporated into new teaching content, broadening students’ knowledge. In terms of content organization, the focus is on principles and methods, only necessary calculations are arranged to verify concepts, space is provided for curriculum coverage, and (3) research methods for scientifically elaborating and teaching engineering disciplines are consciously and purposefully oriented. “Engineering Basics” explains and teaches the thoughts and methods of engineering technology research involved, allows students to become familiar with various research methods, understand the reasons why different research subjects adopt different methods, understand the nature of various research methods, learn to follow the specific objects, and Different levels of awareness of the problem and choosing the right research method focus on cultivating students' ability to analyze problems and solve problems, strengthen the training of thought methods and scientific literacy, and implement quality education.

Third, to strengthen the construction of teaching materials and laboratories, and promote quality education. Most existing textbooks for chemical engineering courses are written for engineering students. Due to the different teaching objectives and the limitations of class hours, it is not suitable for teachers and science students to reject 1997. At the United Nations, six teachers’ colleges and universities in the United Nations have compiled a "Chemical Basics" textbook that is innovative in terms of overall structure, content organization, layout, and teaching applicability (Zhang Jin, editor-in-chief). The textbook teaches about 21st century chemistry education. Based on the requirements of personnel knowledge and ability, combined with the training objectives of the chemistry major, we will search for the best layout system and appropriate teaching content for the “Basic Chemistry” course. Teaching materials do not blindly pursue the comprehensiveness of chemical knowledge, but focus on highlighting the course's main line, according to the scientific nature of the subject knowledge system and students' understanding of the law, strengthen the basic concept of basic principles and methods of engineering technology disciplines, and concise Essential, straightforward and graphically intuitive, and teaching-friendly for the purpose of writing. After each chapter, there are summary notes, reflection review questions and exercises, and bibliography to provide information for students to further study. It is intended to train students to think independently and acquire knowledge to expand their knowledge. Self-study ability, strengthen ability training, promote quality education. The newly edited “Chemical Basics” textbook was tried by postgraduates of Shaanxi Normal University, Guangxi Normal University, Guangxi Normal University, etc. The feedback effect was very prevalent. The teaching system was unique, and the main line of higher science education was outstanding, involving a wide range of knowledge, in general There are breakthroughs in structure, content organization, layout and teaching applicability, and demonstration and guidance for the reform of chemical engineering curriculum. The textbook embodies the characteristics of forward-lookingness, science, and applicability of teaching. It has been published by Higher Education Press in 2002. Officially published in June (for 21st century textbooks) In addition, "Chemical Cartography", "Chemical Cartography Problem Set", "Chemical Process Development and Evaluation", and "Introduction to Chemical Process Design" and other materials have achieved good response after trials. After the laboratory was transformed in 1998, it passed the evaluation and acceptance of the Shaanxi Provincial Education Commission. Currently, it has accepted the curriculum experiments for the nine-year and eight-year undergraduate and two-year college students, as well as two graduate thesis and graduation design. . In order to strengthen theoretical study in combination with classroom teaching and develop students' hands-on abilities, the chemical experiment teaching plays a major role in the teaching of chemical engineering. It is a breakthrough and quality of the experimental teaching reform that the construction of the task laboratory is the task of cultivating students' practical skills. The basic guarantee of education. Therefore, our school carries out the reform and reform of chemical laboratories. The specific approach is: from a simple single-function experiment to a comprehensive multi-function experiment, a number of single-function experimental devices will be combined into a set of multi-functional comprehensive experimental devices, so that they can perform functions such as Reynolds's experiments that can complete many experimental contents. Measurement of fluid flow resistance, calibration of flowmeters, determination of centrifugal pump performance, etc., all of which belong to fluid mechanics processes, and can completely synthesize a set of experimental multi-function comprehensive experiments. In addition to reducing the total number of sets of equipment to save space for laboratories, In addition to reducing the investment in fixed equipment, it also has the flexibility of operation, and the same equipment can open many experiments at different levels and depths, and it can be applied to experimenters with different requirements. Its greatest advantage is to link together a variety of related things, so that students can learn experimentally the intrinsic links between experimental parameters and organically integrate isolated knowledge in classroom teaching, which is conducive to the consolidation of basic theories and principles. Learn. At the same time, since the multifunctional experiment is closer to the actual production than the single function experiment as a whole, it is very helpful for students to understand the actual production and solve more complex problems. The ability to cultivate comprehensive analysis problems combines the traditional basic experiments with scientific research topics. The experimental content with certain scientific research, such as different materials and different types of fillers, will be used for the determination and comparison of liquid mechanical properties and mass transfer properties. Students are encouraged to use their own principles and knowledge to design their own experimental programs and develop experimental procedures. And data processing methods, combining theory with production practice, cultivating students' scientific research consciousness and innovation ability, introducing new testing methods into the laboratory. Traditional "chemical industry" laboratory testing methods are relatively simple, such as U-type differential pressure meter pressure measurement, flow metering cylinder and stopwatch, the use of titration method to determine the concentration of these original measurement methods on the one hand from the site of the engineering measurement The method is very different, on the other hand, it affects the accuracy of the collection. In the operation, the problems often need to wait until after the completion of the experiment, in the data processing can be found, so that the quality of teaching is affected. Therefore, the chemical laboratory has introduced some new testing methods, such as various sensors, measuring pressure, temperature, and flow rate, and on-line chromatography to measure the dynamic changes of the concentration of exhaust gas in the packed tower. These new tests and control methods are accurate, time-saving, and highly automated, which can increase the efficiency of the experiment and at the same time enable students to understand and get in touch with the modern testing methods used in industry.

Introduce the computer into experimental teaching. "Basic chemical" experiments are generally complicated, and the data processing volume is large. To make a chart, a lot of them need to be regressively related. If the workload is very large, the data acquisition and processing will be completed by a computer, and its online display, multi-parameter control and The function of collecting and processing experimental data and displaying the experimental results in a timely manner enables students to see the experimental results during the experiment, and to carry out targeted and targeted operations to avoid mistakes. We introduced a computer-controlled internal circulation gradient-free reactor The device uses computer control to display the changes in the material flow in the reactor. By displaying the collected experimental data, the obtained curve is analyzed, the experimental progress and operation conditions are discovered in time, the experimental efficiency is improved, and good results are obtained. Strengthen the relationship between theory and industry, create conditions so that some experiments can meet the teaching requirements, but also meet the scientific research needs of product development, but also can achieve the production of small batches of products in the case of conditions do not have to first make part of the experimental device to change Experimental purpose, to achieve a single industrial simulation Experience. For example, the purpose of the experiment of the rectification column experiment is to determine the column efficiency under the condition of full reflux or partial reflux, and it can be changed to an operation type experiment requiring the concentration of the column top to be not lower than a certain value, etc.