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研究性思维导向的能源化学工程专业分析化学实验教学改革与实践

郭勤1, 后春静1, 李锋2, 陈自娇1, 李烨1   

  1. 1 新疆理工学院能源与化工学院, 新疆 阿克苏 843100;
    2 新疆农业大学化学化工学院, 新疆 乌鲁木齐 830052
  • 收稿日期:2026-08-05 录用日期:2026-09-21
  • 通讯作者: 李烨 E-mail:17799530161@163.com Ye Li
  • 基金资助:
    新疆维吾尔自治区教育教学改革与研究项目(XJGXJGZH-2024005, XJGXJGZH-2025032,XJGXJGZH-2025033)

Reform and practice of analytical chemistry laboratory teaching oriented toward research thinking for energy chemical engineering majors

Qin Guo1, Chunjing Hou1, Feng Li2, Zijiao Chen1, Ye Li1   

  1. 1 School of Energy and Chemical Engineering, Xinjiang Institute of Technology, Aksu 843100, Xinjiang Uygur Autonomous Region, China;
    2 College of Chemistry and Chemical Engineering, Xinjiang Agricultural University, Urumqi 830052, Xinjiang Uygur Autonomous Region, China
  • Received:2026-08-05 Accepted:2026-09-21
  • Contact: Ye Li E-mail:17799530161@163.com

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摘要： 分析化学实验是能源化学工程专业的专业基础必修课，课程以“量的概念”为核心、以培养研究性思维为目标，针对学生思维被动、分析诊断能力不足、批判性思维欠缺三个问题，构建了“项目贯通·双轨渐进·AI赋能”实验教学模式。内容上，以新疆煤化工废水处理全流程为主线，将8个验证性实验改造为覆盖“水质评价、工艺监控、深度处理、排放检验”的项目化探究任务，并强化数据处理训练、对接国家标准、融入课程思政；教学上，构建“教师主导、师生共创、学生自主”三阶递进课堂，培育研究性思维；技术上，以虚拟仿真、 MLabs与知识图谱等AI工具贯穿教学全环节；评价上，建立产出导向的多维评价体系。改革后学生满意度达93.1%，参与科研项目比例由28%升至63%，课程获省级教学创新大赛二等奖等成果，为能源化工类专业分析化学实验教学改革提供了可供借鉴的范式。

关键词: 研究性思维, 项目贯通, 双轨渐进, AI赋能, 多维成长评价

Abstract: The analytical chemistry laboratory course is a compulsory foundational course for energy chemical engineering majors. To cultivate research-oriented thinking, this course addresses three problems—passive thinking, weak analytical and diagnostic skills, and insufficient critical thinking—by establishing a teaching model of “project integration, dual-track progression, and AI empowerment.” At the content level, the coal chemical wastewater treatment process serves as the engineering backbone, restructuring eight verification experiments into project-based inquiry tasks covering “water quality assessment, process monitoring, advanced treatment, and discharge inspection,” with strengthened data processing training, alignment with national standards, and integrated ideological education. At the pedagogical level, a three-stage progressive classroom of “teacher-led, teacher-student collaborative, and student autonomous” learning cultivates research-oriented thinking. At the technical level, AI tools such as virtual simulation, MLabs, and knowledge graphs are integrated throughout the teaching process. At the assessment level, an outcome-oriented multi-dimensional evaluation system is established. After the reform, student satisfaction reached 93.1%, and the proportion of students participating in research projects rose from 28% to 63%. The course won a provincial teaching innovation competition prize, providing a reference paradigm for the reform of analytical chemistry laboratory teaching.

Key words: Research-oriented thinking, Project integration, Dual-track progression, AI empowerment, Multi-dimensional growth assessment