Cultivation of Students' Innovation Ability in Chemical Principle Experiments

Experimental Technology and Management Vol.20 No.32003 Training of Students' Innovative Ability in Chemical Engineering Experiments Lü Jizhong, Li Yingjian, and Liao Chuandong (Department of Applied Chemistry, Shenzhen University, Shenzhen 518060) Laboratory construction to improve students' interest in learning and inspire students' sense of innovation. And improve students' innovative ability.

The cultivation of innovation ability is the most important aspect of quality education. How to cultivate and improve student's innovative ability, update teaching methods and means as soon as possible, and transform the focus of education into the ability to innovate is an important part of the reform of college teaching system.

The principle of chemical engineering is a compulsory technical basic course for majors in fine chemicals, applied chemistry, and light industrial foods. It is the first engineering discipline that students are exposed to when they turn from basic courses to specialized courses. Experimental teaching is a key link in cultivating students' innovative abilities. Therefore, the teaching of chemical engineering experiment courses plays an important role in cultivating students' innovative abilities.

In recent years, we have conducted in-depth explorations on how to cultivate students' innovative abilities in experiments in chemical engineering, and have done some work on experimental models and contents, reforms in teaching and examination methods, and laboratory construction, and achieved good results. effect.

1 The Importance of Chemical Principle Experiments The chemical engineering experiment course covers the various unit operations in chemical production engineering. It requires students to apply the theory they have learned to analyze the effects of operating variables and equipment factors on the chemical process and its quality indicators. Learn to correctly judge and troubleshoot, learn to design experiments and guide scientific research and production. The biggest difference between it and the basic course experiment is close to the actual project. Facing the equipment, pipelines, fittings and instruments in the chemical production process, the students are the first to get acquainted with the experimental principle of chemical engineering. The operation and adjustment of many equipments has enabled students to shift from a rational knowledge of books to a specific perceptual knowledge. Students' practical ability and innovative ability are gradually cultivated and improved, and they learn about future professional courses and work after graduation. The adaptation of these challenges has played a large role.

2 Reform of Experimental Models and Contents Many of the traditional chemical engineering experiments are limited to the principle of verification, the mere mastery of operating techniques and the attachment to theoretical courses. Such experiments give students the illusion that it is the unitary nature of chemical engineering experiments. The verification is not conducive to the cultivation of students' innovative ability. To this end, the experimental model is reformed, and experimental teaching content is greatly enriched and reformed. The experimental model of “validative experiment + comprehensive experiment + open experiment + simulated experiment” is implemented. Through experiments, students are trained in experimental experimental techniques and management ideas, experimental designs, experimental skills, experimental data processing, and the ability to observe problems, find problems, and handle problems. On this basis, students are trained to develop their innovative abilities, especially in a comprehensive way. In sexual experiments and open experiments were trained and improved.

In terms of experiment content, different majors have different focuses and different experiments. In addition, combining the teachers’ scientific research and the needs of the students’ hometowns, internships, and social issues, the project fully utilizes the hardware advantages, financial advantages, and the characteristics of academic frontiers of scientific research projects, and integrates the scientific research contents and achievements into the experiment of chemical engineering principles. In the teaching, students showed great enthusiasm and strong interest in doing these experiments. In these experiments, students are particularly concerned about the cultivation of students' self-awareness, innovation awareness, and creative ability, so that they can exert their subjective initiative. At the same time, some of the students’ ideas are inspiring for our scientific research and breakthroughs.

3 Reform of teaching methods Giving full play to students' dominant position in experimental teaching of chemical engineering principles is one of the key points in the experimental teaching reform of chemical engineering principles.

We use the "three noes" teaching method in the experimental teaching of chemical engineering principles.

(1) Do not explain the structure of the device in detail The previous chemical principle experiment was performed mechanically according to the steps in the lab lecture. It is not conducive to cultivating the student's dominant position in the experiment. After the equipment was not explained in detail, the experiment took more time, but the results showed that the students' understanding of the structure of the equipment, the understanding of the instrument principle, and the ability to troubleshoot was improved. Many students put forward very good suggestions for improvement in the questions. , put forward some innovative ideas.

(2) Do not provide complete operation steps to modify the experimental teaching materials, put forward the principles and experimental purposes on which the experiment is based, and provide brief and concise methods of operation. However, students are required to prepare detailed complete experimental plans and data processing during the preview. The method and so on. Especially for comprehensive experiments and open experiments, it is a method of instructing, enlightening, and exploring, so as to cultivate and improve the students' practice and innovation ability.

(3) Failure to confront teachers In the traditional experiment, when the equipment fails, the teacher immediately eliminates it by themselves. The students are ignorant of the reason for the failure, the principle and method of elimination, and find and solve the problem. Ability has not been trained and improved. After the reform, unless there is a major security failure, and the teacher gives exclusion, the teacher only gives certain hints and inspirations for failures that do not involve complete problems and do not cause major damage to the equipment. As a result, students’ ability to solve problems has been significantly improved, their ability to operate has become stronger, and their ability to innovate has been cultivated and improved.

4 The examination experiment method reform experiment model, content reform adjustment, and teaching method reform must have matching examination methods and performance assessment.

To this end, corresponding reform measures have been made for the experimental model and content as well as teaching, examination methods, and performance assessment. In order to ensure the cultivation of students' hands-on abilities and the improvement of their innovative abilities, various assessment methods such as oral examinations, study tours, assessments, written examinations, etc. are used, and corresponding scoring rules are specified to establish a comprehensive assessment system. Through “spoken test”, students can answer questions related to the structure, process, operation, and principles of the experimental device, and understand the conditions of experiment preparation and experiment preparation. "Examination" means that in the course of the experiment, students' operating conditions, data acquisition, instrumentation methods, troubleshooting, etc., are reviewed to understand the actual situation of the student's experiment (including the source of the experimental data, the student's hands-on ability, The ability to solve problems so that the scores of the assessment are as consistent as possible with the student's actual experimentation. "Review" is to review the experimental report to check whether the student's experiment result is correct, whether the data processing is scientific, and whether it is reasonable. The students and the students in the principle of chemical engineering experiment in the cultivation of innovative ability to answer questions, in order to make achievements assessment. "Written test" is at the end of the entire chemical principle experiment, the teacher according to the experimental focus and difficulty out of a certain number of questions, let the students write and give corresponding results. The proportion of these items has their own emphasis. Compared with the traditional assessment methods, the results focus on oral examinations and examinations, so as to ensure the subjective status of students in the evaluation of their achievements, give full play to their subjective initiative, and improve their ability to find and solve problems. The cultivation and improvement of students' innovative ability.

5 Laboratory construction The models of chemical engineering laboratories in many colleges and universities and laboratory equipment have not been able to adapt to the needs of technological development, nor have they been able to meet teaching requirements. Its transformation and reconstruction have been a problem that cannot be ignored. At the same time, according to the reform of experimental models, experiment contents, and teaching methods, we also completed the construction of a chemical engineering laboratory in a complementary manner, and achieved good results.

(1) The purpose of establishing a demonstration device and a model display stand is to broaden the students' horizons, allow them to digest the contents of the classroom in combination with the physical objects, understand the role of various devices and components, understand the evolution of the equipment, and grasp the structure and characteristics of various devices. The scope of application, in order to guide the future selection of types of equipment in practice, but also inspired students to develop new instruments and equipment, training students' creative ability.

(2) Transform the original experiment to reform the original experiment. The experimental equipment adopts new and advanced measuring instruments and components as much as possible, such as semiconductor thermometers, digital thermometers and differential pressure transmitters, to improve the experimental results. While enhancing the accuracy of the experiment, strong students' understanding of new types of instruments and components stimulates innovation.

(3) Addition of new technology experiment content With the development of science and technology, chemical technology has also made great progress, and many new mass transfer and separation equipments have flourished, such as membrane separation, supercritical C2 extraction, molecular distillation, etc. The equipment can not only serve the scientific research well, but also enable the students to understand the latest developments and developments, thereby stimulating students' interest in experimentation and closely following the development of chemical technology. This will not only help students to adapt to the social adaptability, but also It is beneficial to train students to cultivate and improve their innovation ability while applying these new equipment and new technologies.

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