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基于“科教融合-课程思政-多元评价”的新能源材料基础课程教学改革与实践

胡静   

  1. 安徽工业大学能源与环境学院, 新能源科学与工程系, 安徽 马鞍山 243002
  • 收稿日期:2026-05-20 录用日期:2026-06-18
  • 通讯作者: 胡静 E-mail:jennyhu@ahut.edu.cn Jing Hu
  • 基金资助:
    安徽工业大学校级教学研究项目(2023jy34)

Teaching reform and practice of fundamentals of new energy materials based on research-teaching integration, curriculum ideology and politics, and multiple assessment

Jing Hu   

  1. Department of New Energy Science and Engineering, School of Energy and Environment, Anhui University of Technology, Ma'anshan 243002, Anhui Province, China
  • Received:2026-05-20 Accepted:2026-06-18
  • Contact: Jing Hu E-mail:jennyhu@ahut.edu.cn

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摘要： 新能源材料基础是新能源科学与工程专业的重要基础课程，具有知识更新快、学科交叉性强、工程应用导向突出等特点。针对传统教学中存在的课程内容与科研前沿衔接不足、学生主动学习和综合分析能力培养不够、课程思政融入不够系统以及评价方式相对单一等问题，本文以安徽工业大学新能源材料基础课程为例，构建了“科教融合-课程思政-多元评价”协同推进的教学改革模式。其中，科教融合主要服务于课程内容更新，课程思政主要服务于价值引领，多元评价主要服务于学习过程改进。改革以“知识传授、能力培养、价值引领”为目标导向，将新能源材料领域科研进展、国家“双碳”战略、能源安全、绿色低碳发展、科学伦理、数据规范和科技自立自强等内容融入课程教学，形成覆盖主要章节的课程思政案例体系；同时通过课后作业、课堂检测、PPT汇报、互动讨论、学习笔记和期末考试等方式构建过程性评价与终结性评价相结合的考核体系。教学实践结果表明，2025—2026学年第1学期该课程90名学生的课程目标平均达成度为81.33%，期末考试平均分为76.90分，综合成绩及格率为100%，说明该改革有助于提升学生新能源材料基础知识掌握程度、问题识别能力和学习参与度。该探索可为新能源类专业基础课程建设和新工科背景下课程思政教学改革提供参考。

关键词: 新能源材料基础, 科教融合, 课程思政, 多元评价, 新工科, 教学改革

Abstract: Fundamentals of New Energy Materials is a core foundational course for students majoring in New Energy Science and Engineering. To address issues such as insufficient linkage between course content and research frontiers, limited cultivation of active learning and analytical abilities, unsystematic integration of curriculum ideology and politics, and relatively monotonous assessment methods, this study constructs a coordinated teaching reform model that integrates research-teaching integration, curriculum ideology and politics, and multiple assessment. In this model, research-teaching integration supports content renewal, curriculum ideology and politics provides value guidance, and multiple assessment facilitates improvement in the learning process. Research advances in new energy materials, the national dual-carbon strategy, energy security, green and low-carbon development, scientific ethics, data standardization, and scientific self-reliance were incorporated into teaching. A chapter-based ideological and political case system and a combined formative-summative assessment mechanism were established. Teaching practice in the first semester of the 2025–2026 academic year showed that the average achievement degree of the three course objectives reached 81.33%, the average final examination score was 76.90 points, and the pass rate of the overall course grade was 100%. The reform enhanced students’ mastery of fundamental knowledge, problem identification ability, and learning engagement, providing a practical reference for foundational courses in new energy-related majors.

Key words: Fundamentals of new energy materials, Research-teaching integration, Curriculum ideology and politics, Multiple assessment, New engineering, Teaching reform