Proceedings of the 3rd International Conference on Educational Innovation and Multimedia Technology, EIMT 2024, March 29–31, 2024, Wuhan, China

Research Article

Investigation and Practice of PBL Method in Organic Chemistry Laboratory Teaching in the Context of Internet+

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  • @INPROCEEDINGS{10.4108/eai.29-3-2024.2347673,
        author={Huaying  Gao},
        title={Investigation and Practice of PBL Method in Organic Chemistry Laboratory Teaching in the Context of Internet+},
        proceedings={Proceedings of the 3rd International Conference on Educational Innovation and Multimedia Technology, EIMT 2024, March 29--31, 2024, Wuhan, China},
        publisher={EAI},
        proceedings_a={EIMT},
        year={2024},
        month={6},
        keywords={pbl teaching method; organic chemistry experiments; online teaching},
        doi={10.4108/eai.29-3-2024.2347673}
    }
    
  • Huaying Gao
    Year: 2024
    Investigation and Practice of PBL Method in Organic Chemistry Laboratory Teaching in the Context of Internet+
    EIMT
    EAI
    DOI: 10.4108/eai.29-3-2024.2347673
Huaying Gao1,*
  • 1: Weifang Engineering Vocational College
*Contact email: 116335367@qq.com

Abstract

In response to the demands of organic chemistry laboratory teaching in the context of Internet+, this study explores the application of problem-based learning (PBL) in this field. Building upon the foundation of a web-assisted teaching platform, a student-driven inquiry-based experimental teaching model was designed. Taking the development of preservatives as an example, project-based learning was employed to cultivate students' practical and innovative abilities. Compared to traditional teaching methods, this model demonstrates significant advantages in stimulating active learning and fostering transferable skills. The distinctive feature of this research lies in its integration of problem-based learning concepts, web technology, and specific application scenarios, providing a comprehensive teaching reform solution from theory to practice that can be a valuable reference for similar explorations. Additionally, it has established a measurable model in aspects of teaching process evaluation, achieving a balance between quality and quantity. This study has constructed an organic chemistry laboratory teaching model based on problem-based learning principles in the Internet+ era, offering valuable insights for classroom teaching reforms in the new era.