Searching And Practice On Procedural–open Course Of Analytical Chemistry Experiment

with the advent of globalisation and knowledge-based economy,both the concept and the form of higher education around the world had changed constantly. the learning reform of university students and the reform of traditional university teaching have becomed a major event related to a national's prosperity. The education area around the world, especially the higher education sector are seeking to meet the education requirements of the new period. In the knowledge economy era, we should take lifelong to learn and try to learn by ourselves for the production of knowledge is so infinite and the replace tempo is so quickly . the aim of learning not only to accumulate fact and theory,the more important is to master the method and skill. Facing the new Challenges, university teachers should stand in a higher Height looking at wether the Content and Manners of our Current teaching fit for cultivating talents we need. in order to help students enhancing the skill of solving problems, College teachers should pay more attention to establishment knowledge structure and ability rationaly, assist students in accessing the methods gradually, in order to bring about a strong demand of "lifelong learning" in their consciousness.Traditional courses of analytical chemistry experimental exist following problems: theories divorced from practice areas and real world, the functions of teaching activity is poverty, the teaching method is obstinate, the experimental steps are procedural etc.However ,most of domestic analysis on the reform of analytical chemical experiments are broad statements, did not make full use the theories of pedagogy and psychology to guide, not supply relevant data to illustrate the research results .Their results need practical test. To solve the above problems, this research is based on some theories of pedagogy and psychology to construct courses of analytical chemistry experimental, this courses constructed with the real analytical chemical circumstances and problems with the principle from simple to complex. this experimental model include three different sections: Sensitivity experiments Forming experiment Development experiment,some aspects of this experimental model such as content ,theme ,method etc.,is unrestrained, so it is called"procedural–open course of analytical chemistry experiment". Then a innovation course system is built by this reform programs. The author collect the students'answer from their manual work,it contains four items:"the problem you suffer from","learning expectations","quality of questions","the effectiveness of evaluation". these data shows that students acquire motor skills easily; decision-making issues are more difficult because it is associated with more complex cognitive and decision ;students in a completely open situation will find moreof capacity their own lack; only further create such an open learning environment, learning expectations can become a reality;the more invested in the exploration task, the higher quality of questions raised by students; the evaluation not only function incentivetly, but also objectivity. This study indicates that, following the experimenta procedural opening from less to more, from simple to complex will be beneficial for learners in improving chemistry experiment skills and problem solving skills; in meaningful learning environment for learners to practice skills, their knowledge put into long-term memory more easily, information retention is more durable.The study also compared statistics between experimental classes and comparison classes in several ways. The results showed that the experimental classes done better in processing capabilities than the comparison classes; they are also more clearer with the theory; done better in lasting with the experimental skills they had acquisited; achieved the meaningful learning goals. Finally, this study summarizes the revelation this analysis chemicat bring about, and gave some recommendations for this program in future.