International Journal of Education

Aiming at the problems of insufficient connection between teaching content and specialty, lack of higher-order thinking training, insufficient challenge degree, and single evaluation method, etc., which generally exist in the experimental teaching of inorganic and analytical chemistry for biological science majors in teacher training colleges and universities, this paper is guided by the core concepts of the Ministry of Educations “gold course” construction, namely, “two genders, one degree” (higher-order, innovative, and challenging). This paper explores the construction path of experimental gold course systematically by taking the core concept of the construction of “gold course” of the Ministry of Education “two genders, one degree” (advanced, innovative and challenging) as a guide and combining it with specific experimental projects. By reconstructing the three-level experimental content system of “basic-synthesis-investigation”, it digs into the higher-order experimental principles, strengthens the innovativeness of experimental design, enhances the challenging degree of task solving, and builds a diversified process evaluation system. It aims to improve the quality of experimental teaching and students scientific inquiry ability, innovation ability and complex problem solving ability, and it provides a model to be followed for the construction of experimental gold courses in similar institutions.

Two genders, one degree; Inorganic and analytical chemistry laboratory; Teaching reform; Gold course; Biological sciences