The issue of green chemistry education is analyzed and disussed from the aspects of teaching contents and chemical experiments,in the background of curriculum reform of chemistry teaching in middle school.
In conclusions, the combination of MCAI with the traditional method on the basis of the content of courses in the physics instruction will improve the education efficiency and the education quality effectively.
Under the new course background, especially, it plays an important function in the abundance to the content of courses of ideology and politics, the improvement of teaching method and the modernization of educational aid.
At first it trains students to probe into the basic ability, then the development of exploratory physics experiments, which includes the organizational form of the exploratory experiment, content of courses, the analysis of several teaching cases while practising, from daily teaching (including theory knowledge teaching, demonstrating experiment, student experiment).
Teaching media primarily is the teaching material and the tool which deliver the teaching information constitutes(include the chemistry subject, the chemistry experiment object , the experiment instrument and every kind of the teaching aid), and it is a primarily carry of classroom course content.
But these all are not the key point which this article studies, this article stresses in gathers the reasonable inference the teaching research, also is gathers the reasonable inference the course content, how the educational model and trains the student to gather the reasonable inference ability.
The first is that the discussion is intentionally limited to the content of courses of initial training; the more intensive treatment of the topics under review that can undertaken in advanced courses of in-service training is not considered.
Especially noted is research that can serve to prepare instructors, to enrich the content of courses, and to stimulate further research.
This article argues that sociology can make a unique contribution to the integration of service experiences into the academic content of courses across the curriculum.
This should be reflected in the changing content of courses.
This syllabus concentrates on content of courses and does not deal with learning approaches or assessment methods.
We describe our primary pedagogical tools of case discussion and the development of student expert role assignments as a locus, and how they relate to the learning community, course content and course objectives.
This paper provides a retrospective analysis of our course: "Homelessness in the United States: An Interdisciplinary Approach." It analyzes how such a course reveals social distress on two distinct levels: course content and course process.
Approaches to teaching applied (practice) sociology in departments and to integrating service learning and course content show the "natural synergy" between the two types of learning.
This approach could be useful to social work programs and other disciplines interested in measuring the effects of changes in course content.
Positive responses were given by 85.2% of the students for course arrangement, by 92.0% for course content, by 88.3% for clinical correlation, by 95.2% for level of teaching and by 87.2% for overall judgment.