摘要：高校目前普遍流行的实验课程教学主要以教为中心,导致学生做实验不积极,依赖教材和教师,理论与实践脱节。本文将具身认知观的教育理念和建构主义思想应用在物理化学实验的教学活动中,将传统的知识传授模式改为以学生学习为中心的模式,利用微课、微信学习群、小组合作、身心合一法、学习循环法、探究式等教学模式,使大学生从“认识主体”转变为“实践主体”,培养学生的学习兴趣和创新意识。文中描述了学生在实验课堂的具体表现、教师对学生的情境化评价和学生对教学的反馈,发现这种新模式能够有效地帮助学生实现从知识到能力的转化,并能形成更好更久的认知。学生们在实验教学活动中展现出了前所未有的主动性和创造性,真正成为实验项目的设计者、操作者、思考者、验证者和分析者,他们不再是知识的被动接受者,而是成为了积极探索、勇于创新的研究者。这种以学生为中心的教学实践值得在更广泛的范围内推广,以提高教学效率。The current popular experimental course teaching in universities mainly focuses on teaching, leading to students being inactive in conducting experiments, relying on textbooks and teachers, and a disconnect between theory and practice. This paper applied the educational philosophy of embodied cognition and constructivism to the teaching activities of physical chemistry experiments. It changed the traditional knowledge transmission mode to a student-centered mode, and used teaching modes such as micro courses, WeChat learning groups, group cooperation, physical and mental integration, learning cycle, and inquiry to transform college students from “cognitive subjects” to “practical subjects”, cultivating their learning interests and innovative consciousness. The specific performance of students in the experimental classroom, situational evaluation of teacher, and students’ feedback were described in this paper. It was found that this new model could effectively help students achieve the transformation from knowledge to ability and form better and longer lasting cognition. Students have demonstrated unprecedented initiative and creativity in experimental teaching activities, truly becoming designers, operators, thinkers, validators, and analysts of experimental projects. They were no longer passive recipients of knowledge, but active explorers and innovative researchers. This student-centered teaching practice is worth promoting on a wider scale to improve teaching efficiency.

摘要：课程思政建设是课程建设的重要内容,将中国科学家精神融入高校《物理化学》课程思政的教学中,能够潜移默化影响学生,实现思政教育和专业教育共赢的目标。本文通过讨论中国物理化学家的科学家精神,提炼思政元素与课程知识点进行融合,将知识传授、能力培养、价值塑造融为一体,寓价值观引导于知识传授和能力培养之中。以化学动力学的速率方程的积分形式课堂为例,详细展示了思政教育如何通过科学家精神融入专业课堂。在课程思政设计中大力弘扬科学家精神,用科学家的人格与知识的独特魅力去感染学生,可以帮助学生培养刻苦学习精神、创新思维能力、科学严谨态度和爱国主义情怀,使其拥有辩证思维、历史思维、矛盾思维、团结合作、爱国爱民、乐于奉献等这些精神,形成正确的世界观、人生观、价值观,更有利于培养学生良好行为习惯,提升科学文化修养、文化传承和文化自信和国际视野,再结合所学的知识点,为未来的成长打下坚实的思想和知识基础,成为新时代德才兼备的优秀人才。经过应用,学生对融入课程思政的课堂给予的评价教学分数有所提高,同行专家给与了较好评价,教学质量得到提高。

摘要：为了明确内蒙古河套黄灌区食用向日葵氮、磷、钾肥料及密度效应,采用四因素二次回归正交设计法进行试验研究。结果表明,内蒙古河套黄灌区不同密度与不同氮、磷、钾肥梯度配合种植食用向日葵,其产量具有显著增产效果,并能用四元二次多项式表达,最高理论产量可达327.9kg/667m2,最佳产量时肥料的最佳配比为N∶P∶K=1.54∶1.00∶1.16,最佳密度为2494株/667m2。

摘要：为了明确内蒙古河套黄灌区内单314玉米密度与氮磷复合肥效应,采用二因素五水平完全区组设计进行田间试验,结果表明,内蒙古河套黄灌区不同密度与不同氮磷复合肥梯度配合种植内单314玉米,具有显著增产效果,并能用二元二次多项式表达,最高理论产量可达1249.1kg/667m2。