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储能科学与工程专业氢能与储能课程群驱动的能源化学交叉人才培养体系构建与实践

王旻1, 丁钰2, 代鹏程1, 薛松1, 李禹彤1, 李亚伟2, 张进涛3   

  1. 1 中国石油大学(华东)新能源学院, 山东 青岛 266580;
    2 山西大学化学化工学院, 山西 太原 030006;
    3 山东大学化学与化工学院, 山东 济南 250100
  • 收稿日期:2026-07-03 录用日期:2026-08-13
  • 通讯作者: 李亚伟, 张进涛 E-mail:jtzhang@sdu.edu.cn;yaweili@sxu.edu.cn Yawei Li, Jintao Zhang
  • 基金资助:
    中国石油大学(华东)研究生教育教学改革项目(YJG2025008)；中国石油大学(华东)研究生课程建设改革项目(UPCYKS-2026-07)； 2025年山西省高等学校教学改革创新项目(J20250009)；山东大学2025年度课堂教学改革课程项目(sd01131150)

Construction and practice of an energy chemistry interdisciplinary talent cultivation system driven by a hydrogen energy and energy storage curriculum cluster in the energy storage science and engineering program

Min Wang1, Yu Ding2, Pengcheng Dai1, Song Xue1, Yutong Li1, Yawei Li2, Jintao Zhang3   

  1. 1 College of New Energy, China University of Petroleum (East China), Qingdao 266580, Shandong Province, China;
    2 School of Chemistry and Chemical Engineering, Shanxi University, Taiyuan 030006, Shanxi Province, China;
    3 School of Chemistry and Chemical Engineering, Shandong University, Jinan 250100, Shandong Province, China
  • Received:2026-07-03 Accepted:2026-08-13
  • Contact: Yawei Li, Jintao Zhang E-mail:jtzhang@sdu.edu.cn;yaweili@sxu.edu.cn

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摘要： 立足“双碳”战略与新能源产业人才需求，针对储能与氢能人才培养中存在的能源化学知识碎片化、工程应用与化学机理脱节以及实践教学重操作轻分析等问题，中国石油大学(华东)依托储能科学与工程专业，构建了目标、课程、实践、协同、评价五链贯通的能源化学交叉人才培养模式。以能源转化、存储、输运与利用全过程为主线，系统重构化学基础、电化学转换、能源材料与器件和系统综合应用四层递进课程体系，搭建认知、实验、设计、工程实践递进式教学链条，并通过多学科协同、科教融合与产教融合的协同机制强化育人支撑，同时建立全过程、多维度的综合评价体系。实践表明，该模式有助于学生建立能源化学思维，提升复杂低碳能源系统分析与工程化学问题解决能力，为新能源领域“四新”专业的教学改革与人才培养提供了可借鉴的系统性路径。

关键词: 能源化学教育, 双碳战略, 储能科学与工程, 电化学, 氢能课程群, 交叉人才培养, 产教融合

Abstract: In response to the national “dual carbon” strategy and the evolving demands of the new energy industry for skilled professionals, China University of Petroleum (East China) has developed an interdisciplinary talent cultivation model in energy chemistry, built upon its Energy Storage Science and Engineering program. This initiative addresses critical challenges in the training of energy storage and hydrogen energy specialists, including the fragmentation of energy chemistry knowledge, the disconnect between engineering applications and chemical mechanisms, and practical instruction that prioritizes operational skills over analytical thinking. A five-chain integrated framework—encompassing objectives, curriculum, practice, collaboration, and evaluation—was established. The curriculum was systematically restructured into a four-tier progressive course sequence covering chemical fundamentals, electrochemical conversion, energy materials and devices, and integrated system applications. In parallel, a stepwise practical teaching pathway—spanning cognition, experimentation, design, and engineering practice—was implemented, reinforced by multidisciplinary collaboration, research–teaching integration, and university– industry partnerships. A comprehensive, whole-process, multidimensional evaluation system was also introduced. Teaching practice demonstrates that this model fosters students’ energy chemistry thinking and strengthens their capacity to analyze complex low-carbon energy systems and address engineering chemistry challenges. It offers a systematic and replicable pathway for teaching reform in emerging energy-related programs under the “Four New Disciplines” initiative.

Key words: Energy chemistry education, The dual?carbon strategy, Energy storage science and engineering, Electrochemistry, Hydrogen energy curriculum cluster, Interdisciplinary talent cultivation, Industry-education integration