The dynamic combination of flipped classroom with traditional classroom in pharmaceutical analysis experiment teaching

Abstract

This paper introduces the preliminary design and practice of the dynamic combination of flipped classroom with traditional classroom in the teaching of pharmaceutical analysis experiment. In the study, the teaching structure sequence of Low-High-Low was used. Specifically, before the class, the students conducted a low-structure autonomous learning for cognition and exploration with the intra-campus and public online resources and the traditional teaching resources. In the class, the students conducted a high-structure teacher-assisted learning using the module of Presentation-Discussion-Experimental Operation-Rediscussion. After class, the students conducted a low-structure autonomous learning for summary and expansion with the various resources. Finally, the teacher integrally assessed students' scores and redesigned the course teaching. The results showed that, compared with traditional classroom, the dynamic combination of flipped classroom with traditional classroom accelerated the improvement of students' abilities in cognition, exploration, practice, and innovation, and also accelerated the transformation of the teachers into teaching researchers and innovators. Key words: Flipped classroom; Traditional classroom; Dynamic combination; Teaching structure sequence; Pharmaceutical analysis experiment