Research and Practice in Teaching of Analytical Chemistry Based on Duifene PAD Class and Formative Evaluation

Xianjiu Liao,Suoyi Huang,Qichuan Huang,Qianli Tang,Yan Li,Zhenzhong Li,Xiufeng Huang

doi:10.4236/ce.2020.118112

Abstract

Objective: This paper constructs a joint teaching mode based on the Duifene PAD class and formative evaluation, which is applied in the teaching of Analytical Chemistry, and explores its teaching effect. Methods: We selected undergraduate students of Pharmacy in our university as teaching objects that were randomly divided into the control group and the experimental group. The experimental group was taught in the joint teaching mode based on Duifene PAD class and formative evaluation, while the control group was taught in the traditional teaching mode. At the end of the teaching, we adopted questionnaires for investigation on their learning effect in the new teaching mode, and compared the learning experience among two groups of students and their final scores of Analytical Chemistry. Results: The students in the experimental group were satisfied with the learning effect in the new teaching mode; compared with the control group, their learning experience was more ideal; their final scores of Analytical Chemistry were also higher than those of the students in the control group. Conclusion: The teaching mode based on Duifene PAD class and formative evaluation can fully mobilize students’ learning initiatives, bring about a fairer and more objective evaluation, and improve the students’ independent learning ability effectively, which is worthy of continuous improvement and promotion in teaching.

Highlights

This paper constructs a joint teaching mode based on the Duifene PAD class and formative evaluation, which is applied in the teaching of Analytical Chemistry, and explores its teaching effect
The experimental group was taught in the joint teaching mode based on Duifene PAD class and formative evaluation, while the control group was taught in the traditional teaching mode
The results of the questionnaire among the students in the experimental class and control class, as shown in Table 1, indicate that the average satisfaction rate regarding the joint teaching mode based on the Duifene Platform PAD class and formative evaluation in the experimental class is 87.88%, and the scoring range is mainly in the satisfaction range, accounting for 51.52%; following “satisfied” is “very satisfied”, accounting for 36.36%; since there were few students who were “unsatisfied” or “very disappointed”, the remaining scoring ranges basically fell into the general ranges

Summary

Introduction

In the era of “Internet plus Education”, we must vigorously promote the integration between information technology and course education, improve teachers’ application of information technology, and renew the concept of teaching (Gou, 2020). It is an inexorable trend in the cultivation of qualified medical professionals in the new era to promote the integration between information technology and course education, reform the existing classroom teaching mode, and provide students with varieties of educational environment and learning tools (Yao, Yang, Lin, Wu, & Zheng, 2019)

Methods

Results

Discussion

Conclusion