基于虚拟仿真技术的混合式教学模式构建与实践——以《现代仪器分析及应用》课程为例

Construction and Practice of a Blended Teaching Model Based on Virtual Simulation Technology—A Case Study of the Course Modern Instrumental Analysis and Applications

摘要: 针对《现代仪器分析及应用》课程理论与实践脱节、教学资源紧张、评价维度单一等瓶颈，构建了虚拟仿真技术支撑的“五位一体”混合式教学模式。遵循布鲁姆认知分类体系，将教学过程重构为“线上自主学习–虚拟仿真预演–线下翻转课堂–真实实验操作–综合评估拓展”五个递进环节，以透射电子显微镜教学开展实证研究。结果表明，虚实融合有效缓解了精密仪器机时稀缺与高危实验受限的约束，通过多源数据采集建立了全过程学业评价机制，学生知识内化深度、操作规范性及问题解决能力显著提升。

Abstract: A five-phase blended learning model was designed to tackle three long-standing constraints in Modern Instrumental Analysis and Applications: the theory–practice divide, chronic shortages of instrument time, and assessment practices that rest on single-point examinations. Drawing on Bloom’s taxonomy, instruction unfolds through five stages—online self-paced learning, virtual pre-lab rehearsal using simulation, flipped classroom debriefing, hands-on bench work, and capstone assessment with open-ended extension. The model was field-tested with transmission electron microscopy (TEM) training as the focal content. Data show that coupling virtual and physical modalities eased pressure on scarce TEM hours and removed safety barriers otherwise associated with high-risk specimen preparation. Learning analytics drawn from multiple platforms allowed us to track student progress continuously rather than relying solely on end-of-term exams. Students in the experimental cohort showed deeper conceptual uptake, fewer procedural errors during live instrument sessions, and more self-directed troubleshooting when faced with ambiguous results.