大学化学 >> 2025, Vol. 40 >> Issue (8): 25-32.doi: 10.12461/PKU.DXHX202410088

教学研究与改革 上一篇    下一篇

基于“三位一体四融合”策略的化学实验室安全课程创新与探索

胡晨, 吴宇, 陈连清, 黄涛, 李春涯, 李琳, 张丙广, 梅鹏   

  1. 中南民族大学化学与材料科学学院, 武汉 430074
  • 收稿日期:2024-10-23 录用日期:2024-11-25 发布日期:2025-07-19
  • 通讯作者: 陈连清, 黄涛 E-mail:lqchen@mail.scuec.edu.cn;3021207@mail.scuec.edu.cn
  • 基金资助:
    湖北省高等学校教学教研项目(2021190)；中南民族大学教学教研项目(JYX24021, JPZXX23027)；中央高校基本科研业务费专项资金资助项目(CZZ24002)；民族院校应用化学专业虚拟教研室资助(XNJYS2202)

Innovation and Exploration of Chemical Laboratory Safety Curriculum Based on the “Trinity and Four Integrations” Strategy

Chen Hu, Yu Wu, Lianqing Chen, Tao Huang, Chunya Li, Lin Li, Bingguang Zhang, Peng Mei   

  1. College of Chemistry and Materials Science, South-Central Minzu University, Wuhan 430074, China
  • Received:2024-10-23 Accepted:2024-11-25 Published:2025-07-19
  • Contact: Lianqing Chen, Tao Huang E-mail:lqchen@mail.scuec.edu.cn;3021207@mail.scuec.edu.cn

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摘要： 传统化学实验室安全教育存在诸多问题。针对这些“痛点”问题，中南民族大学化学实验室安全课程教学团队，基于“知识传授、能力培养、价值塑造”三位一体的课程目标，采取“课程内容与课程思政融合、实验室安全与专业实验深度融合、基础知识与前沿成果融合、实验室安全教育与科研实践融合”的四融合教学模式，探索出一套行之有效的教学策略。以线上线下教学为主体，以案例分析教学，课前、课中和课后相结合为教学方法，以多元化评价为课程考核体系，在课程目标设定、教学内容设计、教学模式构建以及教学考核改革等方面开展了实践与探索，取得积极成效，可为高校化学实验室安全教育提供参考。

关键词: 化学实验室安全, 教学策略, 混合式教学, 多元化评价, 课程创新与探索

Abstract: Traditional chemical laboratory safety education faces numerous challenges. To address these issues, the teaching team of the chemistry laboratory safety course at Central South University for Nationalities has developed a set of effective teaching strategies. These strategies are based on the “trinity” curriculum objectives of “knowledge imparting, skill development, and value formation”. The team employs a “four integrations” teaching model: integration of curriculum content with ideological and political education, deep integration of laboratory safety with professional experiments, integration of foundational knowledge with cutting-edge advancements, and integration of laboratory safety education with scientific research practice. The approach centers on a blended teaching format, combining online and offline methods with case-based teaching, and incorporates pre-class, in-class, and post-class learning strategies. Additionally, a diversified evaluation system is applied to the course assessment. The team’s practices and explorations in course goal setting, content design, teaching mode development, and assessment reform have yielded positive outcomes, providing valuable insights for improving chemical laboratory safety education in higher education institutions.

Key words: Chemical laboratory safety, Teaching strategy, Blended teaching, Diversified evaluation, Curriculum innovation and exploration