大学化学 >> 2026, Vol. 41 >> Issue (9): 1-10.doi: 10.12461/PKU.DXHX202508038

所属专题： 面向“双碳”战略的能源化学教育

教学研究与改革 上一篇    下一篇

新工科背景下“燃料电池技术”双语课程思政改革探索与实践

王旻1, 丁钰2, 董斌1, 房海秋1, 李亚伟2, 李忠涛1   

  1. 1 中国石油大学(华东)储能科学与工程系, 山东 青岛 266580;
    2 山西大学化学化工学院, 山西 太原 030006
  • 收稿日期:2025-08-06 录用日期:2025-09-16 发布日期:2026-09-01
  • 通讯作者: 李亚伟, 李忠涛 E-mail:yaweili@sxu.edu.cn;liztao@upc.edu.cn Yawei Li, Zhongtao Li
  • 基金资助:
    2025年山西省高等学校教学改革创新项目(J20250009)；教育部产学合作协同育人项目(250202002275531)；中国石油大学(华东)研究生教育教学改革项目(YJG2025008)

Exploration and practice of ideological and political education reform of the bilingual course “fuel cell technology” in the context of new engineering

Min Wang1, Yu Ding2, Bin Dong1, Haiqiu Fang1, Yawei Li2, Zhongtao Li1   

  1. 1 Department of Energy Storage Science and Engineering, China University of Petroleum (East China), Qingdao 266580, Shandong Province, China;
    2 School of Chemistry and Chemical Engineering, Shanxi University, Taiyuan 030006, Shanxi Province, China
  • Received:2025-08-06 Accepted:2025-09-16 Published:2026-09-01
  • Contact: Yawei Li, Zhongtao Li E-mail:yaweili@sxu.edu.cn;liztao@upc.edu.cn

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摘要： “燃料电池技术”是中国石油大学(华东)储能科学与工程系首门双语核心课程，面向储能、新能源及材料类专业，紧扣国家“双碳”战略和氢能产业发展规划。课程改革聚焦“目标-内容-评价-文化”四链协同，探索思政育人与专业教学的深度融合。第一，在课程大纲重构中，将绿色发展、工程责任、科研诚信等思政目标嵌入各章节知识点；第二，构建多维案例体系，既引入美国国家航空航天局(NASA)燃料电池、丰田Mirai等国际案例，又结合冬奥氢能公交及国产Pt基催化剂突破等国内成就，实现中外对比与价值引领；第三，建立全过程考核机制，通过英文文献导读、国产化材料路线图设计和成长日志等任务，量化学生在认知、表达与责任意识方面的成长轨迹；第四，课程联动科研实践与创新竞赛，推动“课堂-项目-竞赛-转化”贯通式育人。两年实践表明，学生在课堂参与度、国际沟通力和科研实践能力方面呈提升趋势，思政认知平均提升30%以上，绿色创新意识和职业志趣明显增强。课程形成了可复制推广的“双语+双碳+思政”教学范式，为新工科背景下复合型人才培养提供了现实路径。

关键词: 燃料电池, 双语教学, 课程思政, 新工科, 育人模式

Abstract: “Fuel cell technology” is the first bilingual core course introduced by the Department of Energy Storage Science and Engineering at China University of Petroleum (East China). Targeting students in energy storage, renewable energy, and materials-related programs, the course responds to China's “dual-carbon” strategy and national hydrogen development plan. A four-chain reform framework—objectives, content, evaluation, and culture—was designed to integrate ideological and political education with professional instruction. First, course objectives were restructured to embed values such as green development, engineering responsibility, and research integrity into each chapter. Second, a multidimensional case library was established, combining international practices (e.g., NASA fuel cell systems, Toyota Mirai) with domestic achievements (e.g., Shenzhou spacecraft fuel cells, Winter Olympics hydrogen buses, and breakthroughs in Pt-based ORR catalysts), enabling cross-cultural comparison and value guidance. Third, a formative-summative assessment system was implemented through English literature reviews, localization roadmap projects, and reflective journals, providing measurable evidence of students' growth in cognition, communication, and responsibility. Finally, the course was linked with project practice and innovation competitions, fostering a seamless “classroom-project-competition-application” training pathway. After two years of implementation, the course achieved significant outcomes: teaching evaluation scores exceeded 98/100, students' ideological recognition improved by over 30 points, 87% reported enhanced English communication skills, and more than 80% expressed career interest in hydrogen-related fields. The course has thus developed a transferable bilingual model that integrates knowledge, competence, and values, offering practical guidance for cultivating interdisciplinary talents under the new engineering education framework.

Key words: Fuel cell, Bilingual education, Ideological and political education, New engineering, Educational model