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学科交叉融合、产教协同育人：《化工设计——跨学科设计与实例》教材建设与探索

王磊1, 薄翠梅2, 董金善3, 生迎夏4, 张春冬1, 万辉1, 管国锋1   

  1. 1 南京工业大学化工学院, 江苏 南京 211816;
    2 南京工业大学电气工程与控制科学学院, 江苏 南京 211816;
    3 南京工业大学机械与动力工程学院, 江苏 南京 211816;
    4 南京工业大学安全科学与工程学院, 江苏 南京 211816
  • 收稿日期:2026-04-23 录用日期:2026-05-18
  • 通讯作者: 万辉, 管国锋 E-mail:wanhui@njtech.edu.cn;guangf@njtech.edu.cn Hui Wan, Guofeng Guan
  • 基金资助:
    2023年教育部学习型社会建设重点任务项目(2023042)； 2025年南京工业大学高等教育教改研究重点项目(20250037)； 江苏省高校“科教融汇与产教融合协同育人机制”专项课题重点课题(2026DGS015)

Interdisciplinary integration and industry-education collaboration: textbook development and exploration of “Chemical Engineering Design: Interdisciplinary Design and Case Studies”

Lei Wang1, Cuimei Bo2, Jinshan Dong3, Yingxia Sheng4, Chundong Zhang1, Hui Wan1, Guofeng Guan1   

  1. 1 College of Chemical Engineering, Nanjing Tech University, Nanjing 211816, Jiangsu Province, China;
    2 College of Electrical Engineering and Control Science, Nanjing Tech University, Nanjing 211816, Jiangsu Province, China;
    3 College of Mechanical and Power Engineering, Nanjing Tech University, Nanjing 211816, Jiangsu Province, China;
    4 College of Safety Science and Engineering, Nanjing Tech University, Nanjing 211816, Jiangsu Province, China
  • Received:2026-04-23 Accepted:2026-05-18
  • Contact: Hui Wan, Guofeng Guan E-mail:wanhui@njtech.edu.cn;guangf@njtech.edu.cn

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摘要： 随着新工科工程教育内涵式发展的迫切需要，跨学科交叉融合成为培养复合型卓越工程师的核心路径。本文以《化工设计——跨学科设计与实例》(第二版)教材建设与教学实践为例，系统阐述了跨学科化工设计教材建设的背景与需求、建设理念与整体思路、内容体系构建与特色创新、教学实践与应用成效、总结与展望等内容。本教材突破了传统单一学科壁垒，有机整合化学工程与工艺、过程装备与控制工程、自动化、安全工程等多学科专业知识，构建了以“工艺-设备-控制-安全”四位一体为架构、立体式产教协同育人为核心的教材内容体系，在跨学科交叉融合开展工程设计教学、团队毕业设计、化工数字化创新大赛等方面形成创新特色。经过多年探索与实践，教材有效支撑了跨学科工程设计人才培养体系建设，显著提升了学生的工程系统思维、跨学科协作能力与创新实践素养，为化工类及相关工科专业的教学改革与卓越工程师培养提供了可借鉴、可推广的实践范式。

关键词: 化工设计, 跨学科融合, 教材建设, 新工科, 产教协同, 工程能力培养

Abstract: In response to the urgent need for the connotative development in Emerging Engineering Education, interdisciplinary integration has emerged as a pivotal approach to cultivating versatile outstanding engineers. This study presents the development and pedagogical implementation of the textbook “Chemical Engineering Design: Interdisciplinary Design and Case Studies” (Second Edition), systematically addressing its contextual background, developmental rationale, conceptual framework, content architecture, innovative features, teaching practice and outcomes. The textbook transcends conventional disciplinary boundaries by integrating knowledge from chemical engineering, process equipment and control engineering, automation, and safety engineering. It establishes a comprehensive “process-equipment-control-safety” quadripartite content system, centered on industry-education collaborative education. Distinctive innovations include interdisciplinary engineering design instruction, team-based capstone projects, and digital innovation competitions in chemical engineering. Years of exploration and practice demonstrate the textbook’s efficacy in fostering interdisciplinary engineering design talent, significantly enhancing students’ systemic thinking, interdisciplinary collaboration, and innovative practical skills. This work offers a replicable model for pedagogical reform in chemical engineering and related disciplines, as well as for training outstanding engineers.

Key words: Chemical engineering design, Interdisciplinary integration, Textbook development, Emerging engineering, Industry-education integration, Engineering ability cultivation