Exploration of Teaching Research and Teaching Reformation of Fire Combustion Sci

Abstract. According to the object of training excellent fire command talents for basic units in fire command schools, primary teaching research and reform of fire combustion science were explored and discussed in this paper.

Key words: Fire combustion science; teaching reform; teaching research; exploration

The quality of talents training in fire command school is the lifeline of school education, while the quality of course is the core of this lifeline. As a basic specialized course of all fire specialty directions, Fire Combustion Science is about fire outbreak, development and extinguishment, providing theoretical guidance to fire-prevention and fire-extinguishing. According to specialized education project, a great deal of research and exploration about teaching staff construction, arrangement & optimization of teaching content, reformation of teaching methods and teaching tools, and improvement of teaching conditions were carried out and summarized in author’s school-level course Fire Combustion Science, which are illustrated as follows.

1.Excellent teaching staff as solid foundation of course construction

It is well known that rational education level, age distribution and professional title structure are the fundamental guarantee of high course quality course. Through construction of excellent course, teaching echelon with rational age and knowledge distribution, stability of staff, high teaching level and good teaching effect was gradually generated and became the main force for discipline construction and talents training. By now, the studying team has 4 senior lecturers and 8 lecturers, among of which 7 people have master degree and one people is on-thejob doctor. Through multichannel and multi-form trainings and exercises such as domestic visiting and tempering job in basic units, etc, teachers of this studying team have mastered timely frontier of fire combustion science, new trends of practical fire control work and corresponding new situation, thus their knowledge structures are updated and widened continuously.

2.Optimization and reconstruction of teaching contents according to specialized training object

According to training command talents for basic units, students absorbed knowledge as much as possible in limit time. In teaching process, teachers taught fundamental conditions of combustion together with basic principles of fire-extinguishing and fire-prevention. The relate contents about fireproof coating and its formulation were reduced. Furthermore, teaching of theoretical analysis of fire-extinguishing was strengthened and teaching proportion of substance explosion limit including relate parameters was increased.

3.Solving course points and difficulties by enhancing teaching research and reformation

(1) Establishing advanced teaching idea and making scientific teaching syllabus. As a specialized basic course in teaching syllabus, Fire Combustion Science is linking the past and future: continuation of Inorganic Chemistry and Organic Chemistry, as well as basis of Fire-prevention of Dangerous Substances and Fire-extinguishing Technology. During teaching, to ensure quality of experimental teaching in laboratory and practicing in fire field of basic units, feasible teaching syllabus and teaching project were arranged first and then ensured to be implemented and finished successfully.

Although Fire Combustion Science is a specialized basic course and affords theoretical basis for other courses, it has only 60 class hours. Therefore, in our course construction, theoretical analysis was assigned as key point and teaching content system was constructed according to “teaching is fighting, practicing is fighting”, together with multi teaching methods were applied to carry out teaching. Teaching content was rearranged with future practical needs of most students in basic units as criteria. Combined with practice, clear teaching of combustion conditions and principles of fire-extinguishing & fire-prevention was set up as teaching aim. As for experiment teaching, the teaching points were combustion process of various substances, determination of flash point, explosion limit and analysis of flame color in combustion.

(2) Developing team cooperation spirit in experiment and playing the leading role of instructor and backbone students. Since experimental course of Fire Combustion Science is to develop students’ theoretical analysis ability about fire-extinguishing and fire-prevention, teachers are necessary for field teaching and guidance. But the average instruction time spent on each student (1 teacher and 60 students) is less than 2 min in experimental course of 4 class hours (about 180 min), which can’t ensure the quality of experimental course. To solve this problem, instructor and backbone students were trained before experimental course teaching and arranged into each experimental group. The efficiency of experimental course was improved. More important is that team cooperation spirit was developed and students’ learning interests were stimulated, which is advantageous to successful teaching of experimental course and development of team cooperation spirit.

(3)Improving teaching effect by changing scoring method of assignment and experimental report. Generally, assignment is arranged, handed in and scored after teaching certain chapter, while experimental report is arranged, handed in and scored before next experimental class, which can induce students to be absent minded in teaching or experimental classes and fake assignment or experimental report after class. As a result, the real teaching aim of basic skills training is failed to achieve inevitably. In view of this, assignment and experimental report were scored as follows: Acting as assessment basis of usual performance, assignment was scored on-the-spot combing after class, which is associated with teachers’ pointing out errors and explaining reasons for errors on-the-spot. All experimental reports were scored on-the-spot with records of experimental operations and phenomenon, explanation of reasons and summary of conclusions as assessment basis of experiment performance, along with teachers’ help in analyzing reasons for errors. Thus, not only students’ playing at teaching can be ended, but also students’ learning interests can be stimulated greatly.

(4)Making good use of multimedia to improve classroom teaching effect

During teaching points and difficulties to students, teachers made good use of multimedia advantages such as excellence in both pictures and words, combination of static and dynamic to. Therefore, abstract and fuzzy things were made more concrete, visual and easier to be remembered and understood.

(5)Establishing and perfecting test database to improve fairness and truthfulness of examination scoring

Test database of Fire Combustion Science was set up and perfected. In order to make teaching quality with more objectiveness truthfulness, a test paper with proper difficulty and wide coverage was selected randomly by computer to carry out comprehensive and integrated examination scoring.

bing theory with practice to develop students’ ability of analyzing and solving problems

During teaching Fire Combustion Science, not only experimental items about basic and specialized skills were established, but also practical and comprehensive experimental items were opened. Changing previous school-centered and class-centered teaching styles, teachers carried out teaching both in class and after class. For example, through preparation of fire proof tape by students themselves and comparison its combustion with that of normal tape, a real field environment was created, which stimulated and helped students improve their ability of analyzing and solving problems, develop scientism of seeking the truth from the fact and noble professional ethics, and provide important foundation for practicing in basic units and writing graduation thesis.

5.Establishing scientific management system to ensure successful teaching

A relatively integrated teaching management system was set up and perfected by establishments of Teaching Affair and Teaching Support Department and laboratory. Teaching Affair and Teaching Support Department gives teaching great security in the fields of test paper publishing and distribution, arrangement and preservation of test database, installation and maintenance of multimedia. Laboratory has 56 experimental tables, one store room, several electronic balances, as well as corresponding complete devices such as incubator, oven and water bath, etc.

Meanwhile, teachers of this course exploited potentialities continuously, making demonstration experiments and comprehensive experiments by themselves to satisfy the teaching practice. Students’ interests were stimulated greatly and all of teaching quality, teachers’ professional level and research ability were improved significantly. Furthermore, a large amount of school cost was saved, which matches the times requirement of economical and innovative society.

6.Reforming assessment method of experiment with emphasis on skills assessment and experimental content evaluation

Traditional assessment method of experiment is focus on observation and analysis of experimental phenomenon. Teachers usually prepare experimental materials and equipments already before teaching and students finish experiment simply through reading textbook and repeating operations according to the experimental steps. This method induces that students can’t utilize documents flexibly, not to mention stimulates students’ creative thinking.

New assessment method divided experimental content into several evaluation parts, which students should finish in setting time, and experimental content was specialized, quantified and graded comprehensively in evaluation. Thus, both experimental content and students’ practical skills were examined. In consequence, this method is more scientific and matches those teaching requirements of Fire Combustion Science.

7.References

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