大学化学

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从“充电”到“赋能”：“充电时代”通识课程的教学改革与实践

徐化云1, 周雪冬2, 崔会珍2, 宋聪颖1, 李国兴1, 彭朝晖2   

  1. 1 山东大学化学与化工学院, 山东 济南 250100;
    2 山东大学(青岛)公共(创新)实验教学中心, 山东 青岛 266237
  • 收稿日期:2026-04-15 录用日期:2026-05-25
  • 通讯作者: 徐化云, 彭朝晖 E-mail:xuhuayun@sdu.edu.cn ; pzh@sdu.edu.cn Huayun Xu, Zhaohui Peng
  • 基金资助:
    山东大学2025年课堂教学改革试点建设课程(山大教字[2025]29号)

From “charging” to “empowering”: teaching reform and practice of the general education course “the age of charging”

Huayun Xu1, Xuedong Zhou2, Huizhen Cui2, Congying Song1, Guoxing Li1, Zhaohui Peng2   

  1. 1 School of Chemistry and Chemical Engineering, Shandong University, Jinan 250100, Shandong Province, China;
    2 Public (Innovation) Experimental Teaching Center, Shandong University (Qingdao), Qingdao 266237, Shandong Province, China
  • Received:2026-04-15 Accepted:2026-05-25
  • Contact: Huayun Xu, Zhaohui Peng E-mail:xuhuayun@sdu.edu.cn ; pzh@sdu.edu.cn

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摘要： 面向国家“双碳”战略与新工科建设对新能源复合型人才的迫切需求，针对非化学专业学生对能源技术认知不足及通识课程易沦为“专业简化版”的教学痛点，本文以山东大学“充电时代”通识课程为例，系统阐述了其教学改革与实践。课程秉持从知识“充电”到素养“赋能”的教育理念，以“储能”这一能源革命的核心技术为切入点，构建了“理论溯源-实验探究-产业延伸”三位一体的教学内容体系，设计了覆盖“合成-表征-组装-测试”全流程的创新实验模块，并通过“分层混合式”教学模式破解学生基础差异难题。多轮教学实践(n = 757)表明，该模式显著提升了教学效果，学生对可充电电池核心概念的理解正确率从课前调研的32%提升至课后的94%，课程评教分数达98.14分。实践经验表明，将科研优势转化为育人资源、以问题驱动激发探究兴趣、以过程性评价引导深度学习，是提升能源类通识课程育人实效的关键，可为同类课程建设提供有益参考。

关键词: 可充电电池, 双碳战略, 通识课程, 问题链教学, 实验探究

Abstract: Addressing the national “dual carbon” strategy and the urgent demand for interdisciplinary talent cultivation in emerging engineering fields, this study focuses on the pedagogical challenges of general education courses often being reduced to “simplified versions of specialized courses” and non-chemistry majors’ insufficient understanding of energy technologies. Using Shandong University’s general education course “The Age of Charging” as a case study, we systematically present its teaching reform and practice. The course adopts an educational philosophy that transforms knowledge “charging” into competency “empowerment”, with energy storage technology at the core of energy revolution as the entry point. We have established a tripartite teaching content system encompassing “theoretical foundations-experimental exploration-industrial applications” and designed innovative experimental modules covering the complete workflow of “synthesis-characterization-assembly-testing”. The “layered hybrid” teaching model effectively addresses students’ diverse academic backgrounds. Multiple teaching iterations (n = 757) demonstrate significant improvement in learning outcomes: students’ accuracy in understanding core concepts of rechargeable batteries increased from 32% in pre-course assessments to 94% post-course, with teaching evaluation scores reaching 98.14/100. Our practice reveals that key factors for enhancing the effectiveness of energy-related general education courses include transforming research advantages into educational resources, employing problem-driven approaches to stimulate inquiry, and implementing process-oriented evaluation to promote deep learning. These findings provide valuable references for similar course development.

Key words: Rechargeable battery, Dual-carbon strategy, General education course, Problem-chain teaching, Experimental inquiry