基于认知心理过程的化学实验室安全教育

发布时间：2018-06-04 00:37

本文选题：实验室 + 安全教育　；参考：《实验室研究与探索》2016年04期

【摘要】：通过分析目前大学化学安全教育现状,发现存在理念不到位、体系不完善、形式不丰富等问题,导致学生毕业时不具备识别、评估、管控实验室危险的能力。为了提升化学安全教育水平,本文以认知心理过程为理论依托,构建了化学安全教育模式和体系,把安全教育过程抽象成感知、思考、内化、行动四个阶段,每个阶段采取相应的认知策略和学习方式,在时间维度上贯穿大学4年的培养过程,在空间维度上与其他课程有机契合:一二年级,侧重基础安全知识储备,通过"感知"和"思考"形成网状安全知识;三年级,聚焦风险管控能力培养,通过"内化"掌握安全的本质特征;四年级,通过"行动"具备安全问题解决能力,成为合格的安全员。
[Abstract]:By analyzing the present situation of chemical safety education in universities, it is found that there are some problems, such as imperfect concept, imperfect system and rich forms, which lead to the students' ability to recognize, evaluate and control the laboratory hazards when they graduate. In order to improve the level of chemical safety education, this paper builds a model and system of chemical safety education based on cognitive psychological process, abstracting the process of safety education into four stages: perception, thinking, internalization and action. Each stage adopts the corresponding cognitive strategy and learning style, runs through the cultivation process of four years in the time dimension, and organically coincides with other courses in the spatial dimension: first and second grade, focusing on the basic safety knowledge reserve, Through "perception" and "thinking" to form a network of safety knowledge; third grade, focus on risk management ability to develop, through "internalization" to grasp the essential characteristics of security; fourth grade, through "action" has the ability to solve security problems, Become a qualified security officer.
【作者单位】：首都师范大学化学系;
【分类号】：O6-37;G642

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