大学化学 >> 2025, Vol. 40 >> Issue (11): 150-159.doi: 10.12461/PKU.DXHX202412113

教学研究与改革 上一篇    下一篇

课程思政深度融合的仪器分析实验教学模式构建与实践

肖自胜1, 刘思怡1, 何斌鸿2, 肖毅1, 徐琼1, 兰支利1, 谭蓉1, 谭亮1, 尹笃林1   

  1. 1 湖南师范大学化学化工学院, 长沙 410081;
    2 湖南理工学院化学化工学院, 湖南 岳阳 414006
  • 收稿日期:2024-12-24 录用日期:2025-03-10 发布日期:2025-11-21
  • 通讯作者: 谭蓉, 谭亮 E-mail:yiyangtanrong@126.com;liangtan@hunnu.edu.cn Rong Tan, Liang Tan
  • 基金资助:
    湖南省普通本科高校教学改革研究项目(202401000479,HNJG-20231644)；湖南省学位与研究生教学改革研究项目(2023JGSZ055)；2024年湖南省大学生创新创业训练计划项目基金资助项目(2024223)

Construction and Practice of Instrumental Analysis Experimental Teaching Mode with Deep Integration of Ideological and Political Education

Zisheng Xiao1, Siyi Liu1, Binhong He2, Yi Xiao1, Qiong Xu1, Zhili Lan1, Rong Tan1, Liang Tan1, Dulin Yin1   

  1. 1 School of Chemistry and Chemical Engineering, Hunan Normal University, Changsha 410081, China;
    2 College of Chemistry and Chemical Engineering, Hunan Institute of Science and Technology, Yueyang 414006, Hunan Province, China
  • Received:2024-12-24 Accepted:2025-03-10 Published:2025-11-21
  • Contact: Rong Tan, Liang Tan E-mail:yiyangtanrong@126.com;liangtan@hunnu.edu.cn

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摘要： 从仪器分析实验“课程思政”建设背景出发，挖掘实验教学中所蕴含的社会责任感等思政元素，探讨学科知识与思政元素深度融合的策略与方法；采用“自主设计”与“虚实结合”实验教学方法，构建了“电感耦合等离子体发射光谱(ICP-OES)法测定家乡饮用水源金属元素含量”综合实验教学模式，在“自主设计”环节显性地融入了“社会责任感提升”等思政主题，在“虚实结合”环节则隐性地引入了“朋辈榜样”等思政元素，实现了思政元素在实验过程中的多方位深度融合。实践表明，“自主设计+虚实结合”的综合实验教学模式可以较好地将实验教学内容、教学方法与思政元素多维度深度融合，实现学生自主学习积极性的提升，有利于学生综合实验技能和科学素养的协同并进。

关键词: 自主设计, 虚实结合, 仪器分析实验, 课程思政, 电感耦合等离子体发射光谱

Abstract: This study explores the integration of ideological and political education within instrumental analysis laboratory courses, focusing on the cultivation of social responsibility and other ideological elements embedded in experimental teaching. Strategies and methods for the deep integration of disciplinary knowledge with ideological education are systematically examined. The research introduces an innovative experimental teaching model that combines “independent design” with “virtual-reality integration”, specifically applied in the comprehensive experiment of “determining metal element content in hometown drinking water sources using inductively coupled plasma optical emission spectroscopy (ICP-OES)”. In the “independent design” phase, ideological themes such as “enhancing social responsibility” are explicitly incorporated, while the “virtual-reality integration” phase implicitly introduces elements like “peer role models”. This approach achieves multi-dimensional integration of ideological education throughout the experimental process. Practical implementation demonstrates that the “independent design + virtual-reality integration” teaching model effectively combines experimental content, teaching methods, and ideological education elements across multiple dimensions. This integration not only enhances students’ enthusiasm for self-directed learning but also promotes the coordinated development of their comprehensive experimental skills and scientific literacy.

Key words: Independent design, Virtual-reality integration, Instrumental analysis experiment, Ideological and political education, Inductively coupled plasma optical emission spectroscopy