基于翻转课堂的过程考核模式在《大气化学基础》教学实践中的应用

Application of a Process-Assessment Model Based on the Flipped Classroom in the Teaching Practice of “Fundamentals of Atmospheric Chemistry”

摘要: 大气化学是一门交叉、新兴、前沿的学科，亦是大气科学课程的重要分支和补充。传统大气化学教学偏重理论传授，学生参与度低且难以建立复杂污染机制的立体认知，这对于培养学生的自主学习能力和实践分析能力势必会带来影响。本文以《大气化学基础》课程为载体，融合“翻转课堂”与“过程考核”模式，通过个人作业(含计算题、随堂测试、思维导图)和小组专题汇报的阶梯式任务设计，结合双维度评分机制，实现知识内化与能力培养的双重目标。实践结果表明，该模式有效激发了学生的学习兴趣，提高了学生的团队合作能力和表达能力。同时，数据分析也反映出个人作业与小组作业表现之间的相关性较弱，说明两种考核方式考察的能力维度存在差异。

Abstract: Atmospheric chemistry is an interdisciplinary, emerging, and frontier field, and also serves as an important branch and complement to atmospheric science curricula. Traditional instruction in atmospheric chemistry has tended to emphasize theoretical knowledge delivery, resulting in low student engagement and difficulties in developing a comprehensive understanding of complex pollution mechanisms. This limitation negatively affects the cultivation of students’ autonomous learning abilities and practical analytical skills. In this study, the course Fundamentals of Atmospheric Chemistry was used as a teaching platform to integrate a flipped classroom approach with a process-oriented assessment model. A scaffolded task design was implemented through individual assignments—including calculation problems, in-class quizzes, and concept mapping—as well as group-based thematic presentations. A dual-dimensional evaluation mechanism was adopted to achieve the dual objectives of knowledge internalization and competency development. The results demonstrate that this instructional model effectively enhances students’ learning motivation and improves their teamwork and communication skills. In addition, data analysis reveals a weak correlation between performance in individual assignments and group tasks, indicating that the two assessment approaches evaluate different dimensions of student abilities.