大学化学 >> 2025, Vol. 40 >> Issue (1): 125-132.doi: 10.12461/PKU.DXHX202404107

所属专题： 物理化学课程和实验教学

教学研究与改革 上一篇    下一篇

虚实结合、内外双通，打造新工科专业综合设计实验教学的新形态——以锂离子电池设计与制作为例

张晓明1, 李传波1, 杨玉平1, 邹斌1, 李东祥2,   

  1. 1 中央民族大学理学院, 北京 100081;
    2 青岛科技大学化学与分子工程学院, 山东 青岛 266042
  • 收稿日期:2024-04-16 录用日期:2024-06-13 发布日期:2025-01-06
  • 通讯作者: 李东祥 E-mail:lidx@qust.edu.cn
  • 基金资助:
    中央民族大学“一流本科课程”建设项目(MUC2020KC23003,KC2309,KC20106)；教育部产学合作协同育人项目(202102035008)；2023年国家民委“三全育人”综合改革项目(23230)；本科教学改革创新项目(CX2211)

A New Model for Comprehensive Design Experiment Teaching in Emerging Engineering Majors: Integrating Virtuality and Reality through a Dual-Channel Approach in the Context of Lithium-Ion Battery Design and Fabrication

Xiaoming Zhang1, Chuanbo Li1, Yuping Yang1, Bin Zou1, Dongxiang Li2,   

  1. 1 College of Science, Minzu University of China, Beijing 100081, China;
    2 College of Chemical and Molecular Engineering, Qingdao University of Science and Technology, Qingdao 266042, Shandong Province, China
  • Received:2024-04-16 Accepted:2024-06-13 Published:2025-01-06
  • Contact: Dongxiang Li E-mail:lidx@qust.edu.cn

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摘要： 结合新工科视角，以学生发展为中心、课程目标为导向，以锂离子电池设计与制作实验为例，通过虚拟仿真与操作实践结合、课内课外结合、实验教学与大学生创新创业活动和课程思政结合，努力打造新工科专业综合设计实验教学的新形态。将虚拟仿真练习与实验实践结合，把锂离子电池的基本实验原理、微观电极反应机制、动态老化机制、离子传输机制等可视化，增强了学习兴趣；通过小组合作，引导学生自行设计锂离子电池的总体实验方案和步骤，通过“虚实结合”提高实验教学的效果。将学术成果前沿与企业需求引入课程，推动理论知识与实际应用的紧密结合，推动实验课程与科研活动和大学生创新创业活动相结合，推动实验教学与课程思政结合，形成课内课外互补的实验教学“双通道”模式。教学过程中采用全过程、多维度考核方式，有效调动学生能动性，提升学生综合素养，锻炼学生综合设计能力、分析问题和解决问题能力，获得了良好的教学效果。

关键词: 综合设计实验, 锂离子电池, 虚拟仿真, 课程思政, 新工科

Abstract: This study emphasizes the perspective of emerging engineering education by centering on student development and aligning course objectives, using the design and fabrication of lithium-ion batteries as a case study. We aim to establish a novel model for comprehensive design experiment teaching by integrating virtual simulation with hands-on practice, combining in-class and extracurricular activities, and linking experimental teaching with college students’ innovation and entrepreneurship initiatives, as well as ideological and political education. By merging virtual simulation exercises with experimental practice, we can visualize key concepts such as the fundamental experimental principles, micro-electrode reaction mechanisms, dynamic aging processes, and ion transport mechanisms of lithium-ion batteries, thereby enhancing student engagement. Through collaborative group work, students are encouraged to independently design the overall experimental plan and procedures for lithium-ion batteries, which improves the effectiveness of the teaching through the “integration of virtuality and reality”. We incorporate cutting-edge academic research and industry needs into the curriculum to foster a tighter coupling between theoretical knowledge and practical application, as well as between experimental courses, scientific research activities, and innovation and entrepreneurship initiatives. This approach leads to the development of a “dual-channel” model for experimental teaching that complements both in-class and extracurricular learning. The assessment methodology employed throughout the process is comprehensive and multidimensional, effectively motivating students, enhancing their overall competencies, and developing their abilities in comprehensive design, independent analysis, and problem-solving, resulting in positive teaching outcomes.

Key words: Comprehensive design experiment, Lithium ion battery, Virtual simulation, Curriculum ideological and political education, Emerging engineering education