| Laboratory safety education is an important part of basic chemistry laboratory teaching.In recent years,laboratory accidents have been increasingly in the news and laboratory safety has received increasing attention.In order to understand the current situation of laboratory safety literacy of chemical-related students in Tianjin University of Technology,this paper takes the freshmen students of College of Environmental Science and Safety Engineering and College of Chemical and Chemical Engineering as the investigation objects,and does systematic research on the current situation of chemical laboratory safety knowledge,chemical learning motivation,safety cognition and safety identity of freshmen students,and does field research on unsafe behaviors in the process of experimental teaching,in order to provide scientific data reference and support for our university and other universities This study is intended to provide scientific data reference and support for laboratory safety education and management of chemistry-related majors in our university and other universities.A survey of first-year students’ knowledge of chemistry laboratory safety showed that students were better at laboratory safety codes and laboratory practices,but weaker in emergency handling.Students are easily confused about the role of regular glasses,contact lenses and goggles;more than half of the students are unable to handle unusual accidents properly;and some students still believe that playing pranks in the laboratory is not dangerous.It is recommended to strengthen laboratory safety education for first-year students,taking care to take into account students with less laboratory practice in different areas.At the same time,safety education needs to be fully involved and integrated into teaching materials,teaching and daily management to truly put safety education and management responsibilities into practice.A questionnaire survey was used to examine the relationship between university freshmen’s motivation to learn chemistry,laboratory safety perceptions and their influence.Based on 269 valid questionnaires,descriptive analysis,difference analysis and correlation analysis were conducted in five dimensions: internal motivation,external motivation,safety awareness and attitude,safety motivation and safety participation.The results showed that: the first-year students’ motivation level for chemistry learning was average;there were significant differences in terms of different genders,majors,and places of origin;internal motivation was significantly and positively correlated with safety motivation,safety involvement,and safety awareness and attitude;and the improvement of chemistry learning motivation helped improve laboratory safety perceptions.Based on safety observation and communication and behavioral intervention methods,field research on unsafe behaviors during experimental teaching,the results show that: dress code,playing with mobile phones and wearing personal protective equipment are the most negligible events for students;the number of unsafe behaviors in the experimental group is significantly lower than in the control group,and with the increase of the number of interventions,the intervention effects was significant;comparing different semesters,the first-year students of the class of 2021 The level of behavioral safety was significantly higher in the first year students of the Class of2021 when comparing different semesters;the level of behavioral safety of students in the School of Chemical Engineering was significantly higher than that in the School of Environmental Science and Safety Engineering.Based on the results of the survey,based on the practical curriculum,the behavioral safety management method was introduced to focus on group differences and regulate students’ behavior.The results of the survey on the current situation of laboratory safety identity(safety cognition,safety willingness and safety effort)of freshmen students show that:freshmen students have better safety cognition and safety effort,and lower safety willingness;students’ safety effort differs significantly in terms of gender,major and place of origin;there is a significant positive correlation between safety cognition,safety willingness and safety effort.It is suggested that all departments should cooperate and make full use of the foundation of better safety cognition of freshmen students,pay attention to the differences of different groups,and implement the fundamental task of establishing moral education. |
