大学化学

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融合过程工程思维与绿色化学理念的五水硫酸铜精制实验教学设计——板书设计驱动的创新实践

屈云霞1, 陈静1, 韦如婷1, 钟珺婷1, 梁秋洁1, 苗艳丽2, 谢木标1, 潘荣楷1   

  1. 1 岭南师范学院化学化工学院，广东 湛江 524048;
    2 广东海洋大学化学与环境学院，广东 湛江 524088
  • 收稿日期:2025-12-26 录用日期:2026-01-07
  • 通讯作者: 屈云霞 E-mail:quyx@lingnan.edu.cn Yunxia Qu
  • 基金资助:
    岭南师范学院校级人才专项ZL22005，2023年度广东省本科高校教学质量与教学改革工程建设项目(粤教高函[2024] 9号)；2023年度校级教学质量与教学改革工程建设项目(岭师教务〔2023〕102号)；2025年度校级课程思政示范项目(LSSZ202543)

Blackboard-design-driven teaching innovation: transforming a copper (II) sulfate purification experiment through process engineering and green chemistry

Yunxia Qu1, Jing Chen1, Ruting Wei1, Junting Zhong1, Qiujie Liang1, Yanli Miao2, Mubiao Xie1, Rongkai Pan1   

  1. 1 School of Chemistry and Chemical Engineering, Lingnan Normal University, Zhanjiang 524048, Guangdong Province, China;
    2 School of Chemistry and Environment, Guangdong Ocean University, Zhanjiang, 524088, Guangdong Province, China
  • Received:2025-12-26 Accepted:2026-01-07
  • Contact: Yunxia Qu E-mail:quyx@lingnan.edu.cn

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摘要： 为推动化学实验教学向“新工科”内涵转型，针对传统无机化学实验中存在的学生机械执行流程、过程工程思维薄弱及绿色化学理念融入不足等问题，本工作以五水硫酸铜精制实验为载体，开展了深度融合过程工程思维与绿色化学理念的教学改革，构建了以“过程工程流程图板书”为可视化认知工具、涵盖“问题导入–流程设计–实验实施–总结评价”四阶段的微型工程教学范式。该范式将线性实验步骤系统重构为覆盖原料预处理、反应分离、产品纯化与三废资源化的完整微化工流程，在教学实施中突出关键参数的精准调控，引入母液循环及滤渣资源化等绿色环节，并设置异常工况诊断训练，引导学生以工程师视角进行系统分析与决策。实践表明，本研究不仅能有效提升学生的过程工程思维与绿色创新能力，其结构化、可迁移的设计框架，更为同类无机化学实验的教学改革提供了可复制、可推广的范式参考。

关键词: 实验教学改革, 教学设计, 绿色化学, 过程工程思维, 五水硫酸铜

Abstract: To advance the transformation of align chemistry experiment teaching with the essence principles of “Emerging Engineering Education (3E) and address existing challenges—including students' mechanistic execution of procedures, underdeveloped process engineering thinking, and inadequate incorporation of green chemistry principles in traditional inorganic chemistry experiments—this study implemented a teaching reform centered on copper sulfate pentahydrate purification. By deeply integrating process engineering thinking with green chemistry concepts, we developed an innovative instructional model using the “Process Engineering Flowchart Blackboard” as a visual cognitive tool. This model features a four-stage micro-engineering teaching paradigm: “Problem Introduction → Process Design → Experiment Implementation → Summary Evaluation”. The approach systematically transforms linear experimental procedures into a comprehensive miniaturized chemical process encompassing raw material pretreatment, reaction/separation, product purification, and waste resource recovery. Key implementation aspects included precise control of critical parameters, green enhancements (e.g., mother liquor recycling and filter residue utilization), and abnormal condition diagnosis training—guiding students to employ an engineer's perspective for systematic analysis and decision-making. Practical results demonstrate that this model not only enhances students' process engineering thinking and green innovation capabilities but also provides a replicable, transferable framework for reforming similar inorganic preparation experiments.

Key words: Experimental teaching reform, Instructional design, Green chemistry, Process engineering thinking, Copper sulfate pentahydrate