Abstract:

Based on the current learning contexts of the Environmental Inorganic and Analytical Chemistry course， the teaching team has developed a three-dimensional education model focusing on knowledge transfer， skill development， and value guidance. This model establishes a blended teaching approach characterized by “one center， two integrations， three teaching stages， and four teaching aspects”， leveraging the advantages of micro-course instruction. The “one center” refers to a student-centered approach. The “two integrations” encompass the integration of theoretical instruction with curricular ideological and political education， as well as the integration of theoretical courses with experimental courses. The “three teaching stages” include the progressive processes of pre-class， in-class， and post-class activities. The “four teaching aspects” consist of hierarchical teaching content， diversified teaching resources， multiple teaching methods， and a multi-dimensional evaluation system. This teaching mode employs micro-courses to facilitate one-to-one hierarchical instruction， supplementing traditional classroom teaching. This approach addresses the individualized and multi-level development needs of students， ultimately enhancing the quality of education and instruction. Consequently， it supports the development of “first-class courses” in Environmental Inorganic and Analytical Chemistry.

Key words: Micro-course, Inorganic and Analytical Chemistry, Teaching reform, Curricular ideological and political education