大学化学 >> 2025, Vol. 40 >> Issue (7): 112-118.doi: 10.12461/PKU.DXHX202503052

教学研究与改革 上一篇    下一篇

面向工程实践能力培养的“化工原理”四阶递进教学创新

王婷婷1, 孙初锋1,2, 李振华1, 王鸿灵1, 王文芳1, 苏小平1, 崔璐娟1,2, 王成君1,2   

  1. 1 西北民族大学化工学院, 兰州 730030;
    2 环境友好复合材料国家民委重点实验室, 兰州 730030
  • 收稿日期:2025-03-11 录用日期:2025-04-03 发布日期:2025-07-01
  • 通讯作者: 王婷婷 E-mail:wangtt@xbmu.edu.cn
  • 基金资助:
    西北民族大学本科人才培养质量提升项目(2024YBJG-13)；国家民委高等教育教学改革研究项目(23239)； 2024年甘肃省高水平“新工科”建设专业化学工程与工艺；西北民族大学化学工程与工艺“四新”专业(2023SXZY-01)；化工学院课程思政教学研究中心(2022XJSZZX-11)； 2024年甘肃省高等学校化学工艺学教学团队；甘肃省创新创业教育教学改革研究项目(2023SJCXCYJGXM02)；西北民族大学化工原理重点扶持教学团队(2023FCTD-01)；西北民族大学化学工艺学教学团队(2023SFTD-05)；化学工程与工艺省级一流本科专业建设(2019SJYLZY-08)；甘肃省高等学校精细化工创新创业教育教学团队(2021SJCXCYTD-01)；甘肃省创新创业教育教学改革研究重点项目(2021SJCXCYXM-01)；甘肃省高校课程思政教学研究中心(2021GSKCSZJXYJZZ-01)；化学工程与工艺甘肃省高校课程思政示范专业(GSKCSZZY-2021-01)

Four-Stage Progressive Teaching Innovation in “Chemical Engineering Principles” for Cultivating Practical Engineering Skills

Tingting Wang1, Chufeng Sun1,2, Zhenhua Li1, Hongling Wang1, Wenfang Wang1, Xiaoping Su1, Lujuan Cui1,2, Chenjun Wang1,2   

  1. 1 College of Chemical Engineering, Northwest Minzu University, Lanzhou 730030, China;
    2 Key Laboratory of Environment-Friendly Composite Materials of the State Ethnic Affairs Commission, Lanzhou 730030, China
  • Received:2025-03-11 Accepted:2025-04-03 Published:2025-07-01
  • Contact: Tingting Wang E-mail:wangtt@xbmu.edu.cn

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摘要： 化工原理课程是化工类及相近专业的一门非常重要的专业核心必修课，该课程在培养化工类及相近专业学生的理论基础、工程实践能力与创新思维方面起到举足轻重的作用。针对化工原理课程教学存在的痛点问题，课程组采取“以生为本、交叉融合、数智赋能、知行融拓”教学理念，通过融合跨学科教学内容、扩充多维度教学资源、构建四层次递进教学模式、采用“问题项目+AI虚拟组员”教学方法、提升评价维度、延伸评价深度等方法开展课程教学创新。通过改革实践，学生学习积极性和课程认同感提升、工程思维树立、创新能力提升，从根本上提高化工原理课程体系的教学质量，利于培养兼备创新思维和扎实工程实践技能的未来工程师。

关键词: 化工原理, 交叉融合, 四阶递进, 人才培养

Abstract: The “Principles of Chemical Engineering” course is a fundamental core subject for students specializing in chemical engineering and related disciplines. It plays a critical role in building their theoretical foundation, engineering competencies, and innovative thinking. To address various challenges in teaching this course, the instructional team has adopted a student-centered, interdisciplinary, and digitally enhanced approach. This strategy integrates cross-disciplinary content, broadens multidimensional teaching resources, implements a four-stage progressive learning model, incorporates project-based problems with AI virtual team members, enriches evaluation criteria, and deepens assessment frameworks to drive instructional innovation. These reforms have effectively increased students' engagement and affinity for the course, strengthened their engineering mindset, and enhanced their innovative capabilities. Ultimately, these improvements elevate the overall teaching quality of the "Principles of Chemical Engineering" course, fostering “quasi-engineers” with strong practical engineering skills and innovative thinking.

Key words: Chemical engineering principle, Interdisciplinary, Four-stage progressive, Talent cultivation