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项目导向与赛课融通驱动的化工原理课程设计国家级一流课程建设与教学改革实践——以合肥工业大学为例

姚运金   

  1. 合肥工业大学化学与化工学院，安徽 合肥 230009
  • 通讯作者: 姚运金 E-mail:yaoyunjin@hfut.edu.cn Yunjin Yao
  • 基金资助:
    2025年第三批国家级一流本科课程化工原理课程设计；2024年省级教学创新团队“化工设计教学创新团队”(2024cxtd015)；2024年度新时代育人省级质量工程项目(研究生教育)线下示范课程“化工设计与过程优化”(2024yjsxxsfkc004)；2023年度安徽省新时代育人省级质量工程项目(研究生教育)“安徽省研究生教学名师”(2023yjsjxms008)

Project-Oriented and Competition–Driven Curriculum Reform in Developing the National First-Class Course “Chemical Engineering Principles Course Design”: A Case Study at Hefei University of Technology

Yunjin Yao   

  1. School of Chemistry and Chemical Engineering, Hefei University of Technology, Hefei 230009, Anhui Province, China
  • Contact: Yunjin Yao E-mail:yaoyunjin@hfut.edu.cn

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摘要： 围绕新工科建设与工程教育认证对化工类人才工程设计能力与复杂工程问题解决能力的培养要求，合肥工业大学国家级一流本科课程化工原理课程设计以真实工程任务为牵引，在成果导向教育(Outcome-Based Education，OBE)框架下重构课程目标、内容组织与评价方式。课程将方案比选、关键计算校核、流程模拟、工艺流程图(Process Flow Diagram，PFD)和管道及仪表流程图(Piping and Instrumentation Diagram，P&ID)规范表达与设计说明书撰写整合为递进任务链，采用“学习路标(里程碑)–翻转研讨–答辩质询”的过程组织策略，强化工程决策与模型可信度的证据化论证，并以形成性评价与达成度分析建立“评价–反馈–改进”的闭环质量保障。教学实施显示，学生在方案取舍逻辑、计算与模型一致性校核、工程图纸规范表达及团队协作沟通等方面更为稳定，学习投入与课堂互动得到强化，课程高阶性、创新性与挑战度在集中实践环节实现可观测、可评价的落实效果。

关键词: 课程设计, 国家级一流本科课程, 成果导向教育, 项目式学习, 形成性评价

Abstract: To align with New Engineering Education and accreditation requirements for chemical engineering programs, the Chemical Engineering Principles Course Design at Hefei University of Technology was restructured within an outcome-based education (OBE) framework. The redesign incorporated authentic engineering tasks organized into a progressive sequence, encompassing option selection, unit operation process design and verification, process simulation, and standardized deliverables such as process flow diagrams (PFDs), piping and instrumentation diagrams (P&IDs), and technical reports. Milestone checkpoints, flipped classroom discussions, and oral defenses were implemented to reinforce evidence-based decision-making and model credibility. Formative assessment and attainment analysis were employed to establish a closed-loop cycle of "assessment–feedback–improvement." The results demonstrate enhanced consistency in students' decision logic, improved verification of calculations and models, higher documentation quality, and strengthened teamwork and communication skills, alongside increased engagement in the intensive practice setting.

Key words: Course design, First-class undergraduate course, Outcome-based education, Project-based learning, Formative assessment