大学化学 >> 2026, Vol. 41 >> Issue (2): 111-118.doi: 10.12461/PKU.DXHX202503094

教学研究与改革 上一篇    下一篇

新工科背景下基于工程思维培养的无机及分析化学课程改革

朱倩倩, 张梓萱, 谢洪珍, 毕文超, 李砚硕, 张祯歆   

  1. 宁波大学材料科学与化学工程学院, 浙江 宁波 315211
  • 收稿日期:2025-03-21 录用日期:2025-04-09 发布日期:2025-12-27
  • 通讯作者: 张祯歆 E-mail:zhangzhenxin@nbu.edu.cn Zhenxin Zhang
  • 基金资助:
    2023年宁波大学教研重点项目“化学课程思政融入方式的探索”(JYXMXZD2023021)；宁波大学2022年课程思政一流课程(本科教学类)重点项目；2021年度宁波大学引进优质课程资源建设线上线下混合式课程

Curriculum Innovation in Inorganic & Analytical Chemistry Based on Engineering Thinking Cultivation under the Background of Emerging Engineering Education

Qianqian Zhu, Zixuan Zhang, Hongzhen Xie, Wenchao Bi, Yanshuo Li, Zhenxin Zhang   

  1. School of Materials Science and Chemical Engineering, Ningbo University, Ningbo 315211, Zhejiang Province, China
  • Received:2025-03-21 Accepted:2025-04-09 Published:2025-12-27
  • Contact: Zhenxin Zhang E-mail:zhangzhenxin@nbu.edu.cn

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摘要： 在新工科建设背景下，无机及分析化学作为一门面向工科专业的理科课程，具有基础性、理论性、跨学科性和衔接性，是学生进入大学后修读的第一门专业基础必修课。然而，该课程存在工程教育元素薄弱，其注重理论体系构建的传统教学模式，难以有效支撑“运用科学原理解决复杂工程问题”的卓越工程师培养目标。本研究基于OBE教育理念，通过“三教一评”，即教学观念转变、教学内容重构、教学方法改革、及多维评价体系的建立，在课程中融入工程思维、工程概念，将问题的定义与分解、系统化设计、迭代优化、工程伦理融入教学过程中。通过构建理论教学与工程实践的认知桥梁，实现课程目标从科学素养培育向工程能力培养的升级转型，为面向新工科培养未来工程人才打下良好基础。

关键词: 无机及分析化学, 工程思维, 新工科, 课程改革

Abstract: Under the context of Emerging Engineering Education, Inorganic and Analytical Chemistry, as a science course oriented towards engineering disciplines, serves as a foundational, theoretical, interdisciplinary, and transitional compulsory course for first-year undergraduates. While emphasizing scientific fundamentals characteristic of science curricula, the traditional course structure lacks engineering conceptual frameworks and inadequately addresses the cultivation of core competencies in “applying scientific principles to solve practical problems”—a critical requirement for cultivating outstanding engineers. Our teaching-research group has implemented comprehensive reforms through the pedagogical philosophy transformation, curriculum content restructuring, instructional methodology innovation, and multidimensional assessment system establishment to integrate engineering thinking into the course. These include the incorporation of problem definition/decomposition, systematic design principles, iterative optimization processes, and engineering ethics considerations. This curricular innovation bridges scientific competency development with engineering capability cultivation, elevating course objectives from pure scientific training to integrated engineering education. The reformed curriculum establishes a robust foundation for nurturing next-generation engineering talents aligned with New Engineering Education requirements.

Key words: Inorganic and analytical chemistry, Engineering thinking, Emerging engineering education, Curriculum innovation