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VOL. 7, ISSUE 4 (2025)
Rain Classroom facilitates the teaching reform and practice of Chemical Engineering Principles
Authors
Wang Qi, Tian Minglei
Abstract
Traditional teaching methods for the core chemical engineering course
"Chemical Engineering Principles" often suffer from low student
engagement, a disconnect between theory and practice, and a singular assessment
approach. To address these challenges, this study integrated the smart teaching
tool "Rain Classroom" into the course, establishing a
student-centered, data-driven blended learning model. A comparative study was
conducted between a control group (Class of 2020, traditional teaching) and
experimental groups (Classes of 2021 & 2022, Rain Classroom teaching).
Results demonstrated a significant optimization in grade distribution within
the experimental groups, shifting from a "pyramid" shape to an ideal
"spindle" shape. Specifically, the proportion of high-scoring
students (≥80 points) in the 2021 cohort surged to 48.2%, compared to 21.4% in
the control group, while the low-scoring segment (≤69 points) plummeted from
55.4% to 26.8%. The study concludes that Rain Classroom, by delivering
visualized pre-class materials, enabling anonymous real-time interaction,
embedding engineering case studies, and reforming the assessment system,
effectively stimulates learning motivation, enhances classroom efficiency, and
cultivates students' engineering thinking and problem-solving skills.
This practice offers a viable and effective pathway for reforming teaching
methodologies in core chemical engineering courses.
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Pages:1-4
How to cite this article:
Wang Qi, Tian Minglei "Rain Classroom facilitates the teaching reform and practice of Chemical Engineering Principles". International Journal of Educational Research and Development, Vol 7, Issue 4, 2025, Pages 1-4
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