大学化学

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无机及分析化学“思政融合”本征特性解析与课堂教学有效映射路径

胡智燕, 郭明   

  1. 浙江农林大学化学与材料工程学院, 浙江 杭州 311300
  • 收稿日期:2026-02-05 修回日期:2026-03-09
  • 通讯作者: 郭明 E-mail:guoming@zafu.edu.cn Ming Guo
  • 基金资助:
    浙江省线上线下国际一流课程项目

Analysis of the intrinsic characteristics of ideological-political integration in inorganic and analytical chemistry and its effective implementation pathways in classroom teaching

Zhiyan Hu, Ming Guo   

  1. College of Chemistry and Materials Engineering, Zhejiang Agriculture & Forestry University, Hangzhou 311300, Zhejiang Province, China
  • Received:2026-02-05 Revised:2026-03-09
  • Contact: Ming Guo E-mail:guoming@zafu.edu.cn

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摘要： 本文从高校思想政治教育本征体系出发，挖掘无机及分析化学课程蕴含的本征性哲学原理与历史唯物主义等相关原理，依据世界的物质性及其发展规律，从物质世界和实践、事物的普遍联系与发展、对立统一规律、事物发展过程中的肯定和否定及其转化、主观能动性与客观规律性的辩证统一等五大本征性思政要点，将其映射至无机及分析化学的四大平衡与滴定反应、溶液、化学热力学、化学反应速率和化学平衡、物质结构等内容，构建思政融合体系，并建立案例式、归纳式、讨论式和成果动向四位一体的教学模式，实施于无机及分析化学教案。建立并采用基于成果导向教育(Outcome Based Education)的评价体系来评估无机及分析化学教学效果，有关结果对无机及分析化学思政教学极有借鉴意义，引导学生形成正确的世界观、人生观和价值观，深入践行立德树人，为理工科课程思政教学提供了有益参考。

关键词: 思政元素, 无机及分析化学, 本征特性, 课堂教学, 映射路径

Abstract: This study examines the inherent philosophical principles and historical materialism within the Inorganic and Analytical Chemistry course through the lens of higher education's ideological-political education framework. Aligning with the materiality of the world and its developmental laws, we identify five fundamental ideological education elements: (1) the material world and practice, (2) universal connections and development, (3) the law of unity of opposites, (4) affirmation-negation transformation in developmental processes, and (5) the dialectical unity of subjective initiative and objective laws. These elements are systematically integrated with core content areas of Inorganic and Analytical Chemistry, including the four major equilibria and titration reactions, solutions, chemical thermodynamics, reaction kinetics and equilibria, and molecular structure. The study establishes a comprehensive ideologicalinstructional system implemented through a quadripartite teaching model incorporating case-based, inductive, discussion-oriented, and outcome-focused approaches. Teaching effectiveness is evaluated using an outcome-based education (OBE) assessment methodology. The findings offer significant implications for chemistry education's ideological-political components, guiding students in developing proper worldviews, life perspectives, and values while effectively implementing the educational principle of virtue cultivation. The study provides valuable references for ideological-political education in STEM disciplines.

Key words: Ideological and political element, Inorganic and analytical chemistry, Intrinsic characteristics, Classroom teaching, Mapping paths