大学化学 >> 2025, Vol. 40 >> Issue (9): 264-272.doi: 10.12461/PKU.DXHX202501006

所属专题： AI赋能化学教育

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“AI赋能”高校教学改革与探索研究——以无机化学课程为例

程利平, 林琳, 肖秀珍   

  1. 上海应用技术大学化学与环境工程学院, 上海 201418
  • 收稿日期:2025-01-03 录用日期:2025-02-26 发布日期:2025-09-16
  • 通讯作者: 程利平 E-mail:chengliping@sit.edu.cn
  • 基金资助:
    上海应用技术大学2024年重点课程建设项目(10110M240007-A22)；2025年度上海高校市级重点课程建设项目

“AI-Empowered” Teaching Reform and Exploration in Higher Education: A Case Study of Inorganic Chemistry Course

Liping Cheng, Lin Lin, Xiuzhen Xiao   

  1. School of Chemical and Environmental Engineering, Shanghai Institute of Technology, Shanghai 201418, China
  • Received:2025-01-03 Accepted:2025-02-26 Published:2025-09-16
  • Contact: Liping Cheng E-mail:chengliping@sit.edu.cn

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摘要： 在日新月异的技术变革中，人工智能(AI)正以前所未有的速度重塑教育教学的面貌，极大丰富了高等教育的教学资源和教学方式。在“新工科”背景下，本文以无机化学课程为例，针对传统课程教学环节存在的问题，积极探索改革路径。本课程充分利用信息化技术手段，综合运用“AI赋能”的线上线下混合式教学，营造全方位育人的智慧课堂教学体系，增强学生学习的积极性和主动性；同时在教学中深入有效地融入“AI赋能”的课程思政教育，实现价值引领、知识传授和能力培养的有机融合。

关键词: 无机化学, AI赋能, 新工科, 课程思政, 课程目标达成评价

Abstract: Amidst rapid technological advancements, artificial intelligence (AI) is transforming educational paradigms at an unprecedented pace, significantly enriching teaching resources and methodologies in higher education. Within the framework of China’s “Emerging Engineering Education” initiative, this study examines the inorganic chemistry course as a representative case. Addressing limitations inherent in traditional teaching approaches, the course systematically incorporates information technologies to establish an AI-empowered blended learning model that combines online and offline instruction. This innovative approach fosters a comprehensive smart classroom ecosystem designed to enhance students’ learning motivation and self-directed engagement. Furthermore, the curriculum effectively integrates AI-empowered ideological and political education components, achieving synergistic alignment among value cultivation, knowledge acquisition, and competency development.

Key words: Inorganic chemistry, AI empowerment, Emerging engineering education, Curriculum-based ideological and political education, Learning outcome assessment