大学化学 >> 2026, Vol. 41 >> Issue (10): 19-26.doi: 10.12461/PKU.DXHX202509132

教学研究与改革 上一篇    

新工科视域下大学化学教材建设理论框架——借鉴法国工程教育理念

张巍, 刘磊, 唐珊珊   

  1. 北京航空航天大学, 杭州市北京航空航天大学国际创新研究院(北京航空航天大学国际创新学院), 浙江 杭州 311115
  • 收稿日期:2025-09-29 录用日期:2025-11-19 发布日期:2026-10-13
  • 通讯作者: 唐珊珊 E-mail:tangshanshan@buaa.edu.cn Shanshan Tang
  • 基金资助:
    北京航空航天大学教育教学改革研究项目(JG202504, JG202402)

A theoretical framework for university chemistry textbook construction in the context of new engineering education: insights from French engineering pedagogy

Wei Zhang, Lei Liu, Shanshan Tang   

  1. Hangzhou International Innovation Institute, Beihang University, Hangzhou 311115, Zhejiang Province, China
  • Received:2025-09-29 Accepted:2025-11-19 Published:2026-10-13
  • Contact: Shanshan Tang E-mail:tangshanshan@buaa.edu.cn

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摘要： 在“新工科”战略与本硕贯通人才培养体系不断深化的背景下，大学化学理论教材正从学科传授型向能力建构型转变。传统教材虽在知识体系完整性与逻辑性上具备优势，但在工程导向、跨学科融合与数字化支撑方面仍存在不足，难以全面服务于复合型工程人才的培养需求。法国MPSI (数学-物理-工程科学)预科体系在数理逻辑、工程能力和跨学科建构方面的课程理念，与我国新工科“厚基础、强能力、重交叉”的育人目标高度契合。本文基于中法工程教育的比较视角，从理论层面对大学化学教材的结构逻辑与能力导向关系进行系统分析，强调以工程需求为牵引，通过“基础原理-工程应用-交叉拓展-科学前沿”四维内容结构实现教材的系统化与开放化。教材目前已完成初稿，并在北京航空航天大学中法航空学院试用，通过教学过程数据与学生能力测评的对比分析，验证框架的可行性与育人实效。研究的主要贡献在于为我国大学化学教材提供了一种理论与实践并重的建设范式，既丰富了工程教育背景下教材改革的理论研究，也为未来教材的编写、试用与推广提供了可操作的结构化路径。

关键词: 大学化学教材, 新工科, 法国工程教育, 能力导向

Abstract: Against the backdrop of China’s “New Engineering Education” initiative and the evolving integrated bachelor-master talent cultivation system, University Chemistry textbooks are undergoing a paradigm shift from knowledge dissemination to competency-based construction. While conventional textbooks demonstrate strengths in maintaining systematic disciplinary knowledge with logical coherence, they exhibit deficiencies in engineering orientation, interdisciplinary integration, and digital support, thereby inadequately addressing the cultivation needs of interdisciplinary engineering talents. The French MPSI (Mathematics-Physics-Engineering Science) preparatory curriculum, with its emphasis on mathematical logic, engineering competencies, and interdisciplinary synthesis, shows remarkable alignment with China’s New Engineering Education goals of “solid foundations, enhanced capabilities, and cross-disciplinary integration”. This study employs a comparative analysis of Chinese and French engineering education systems to theoretically examine the relationship between textbook structural logic and competency orientation. The research advocates for an engineering demand-driven reorganization of textbook content through a four-dimensional framework encompassing “fundamental principles-engineering applications-interdisciplinary extensions-scientific frontiers”, thereby achieving both systematic organization and open-ended adaptability. The preliminary textbook version has been implemented at Beihang University’s Sino-French Aviation Institute, with comparative analysis of instructional data and student competency assessments demonstrating the framework’s feasibility and pedagogical effectiveness. This work contributes to establishing a dual-focused theoretical-practical model for University Chemistry textbook development, advancing research on engineering education textbook reform while providing a structured, implementable approach for future textbook compilation, pilot testing, and widespread adoption.

Key words: University chemistry textbook, New engineering, French engineering education, Capability-oriented