大学化学 >> 2026, Vol. 41 >> Issue (3): 274-281.doi: 10.12461/PKU.DXHX202505032

教学研究与改革 上一篇    下一篇

课堂设进企业，产业融入教学——仪器分析教学创新实践

邢曦雯1,2,3,4, 冯海瑜1,2,3, 黄峙1, 徐亮5, 余志义6, 陈小佳1,2,3,4   

  1. 1 暨南大学生命科学技术学院, 广州 510632;
    2 基因工程药物国家工程研究中心, 广州 510632;
    3 教育部基因组药物工程研究中心, 广州 510632;
    4 生物活性分子与成药性优化全国重点实验室, 广州 510632;
    5 中山大学化学学院, 广州 510006;
    6 山东大学药学院, 济南 250012
  • 收稿日期:2025-05-14 录用日期:2025-06-24 发布日期:2026-03-24
  • 通讯作者: 余志义, 陈小佳 E-mail:zhiyi_yu@sdu.edu.cn;tchenxj@jnu.edu.cn Zhiyi Yu, Xiaojia Chen
  • 基金资助:
    广州市科技精英先导计划(2024A04J6254)；暨南大学青年提升计划(21624209)；暨南大学“金课”建设项目-仪器分析(07030142)

Enterprise-Embedded Classroom, Industry-Integrated Education: Teaching Innovation Practice for Instrumental Analysis

Xiwen Xing1,2,3,4, Haiyu Feng1,2,3, Zhi Huang1, Liang Xu5, Zhiyi Yu6, Xiaojia Chen1,2,3,4   

  1. 1 College of Life Science and Technology, Jinan University, Guangzhou 510632, China;
    2 National Engineering Research Center for Genetically Engineered Drugs, Guangzhou 510632, China;
    3 Genomic Drug Engineering Research Center, Ministry of Education, Guangzhou 510632, China;
    4 National Key Laboratory of Bioactive Molecules and Pharmacogenetic Optimization, Guangzhou 510632, China;
    5 School of Chemistry, Sun Yat-Sen University, Guangzhou 510006, China;
    6 School of Pharmaceutical Sciences, Shandong University, Jinan 250012, China
  • Received:2025-05-14 Accepted:2025-06-24 Published:2026-03-24
  • Contact: Zhiyi Yu, Xiaojia Chen E-mail:zhiyi_yu@sdu.edu.cn;tchenxj@jnu.edu.cn

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摘要： 以学生为主体的实践教学是新时代背景下深入贯彻落实“立德树人”根本任务的重要举措，并逐渐成为课堂教学改革的关键着力点。针对仪器分析课程知识点细碎、多学科交叉性强、技术迭代迅速等特征，以及传统教学中存在的课堂与实验室割裂、教学与产业脱节、理论与应用分离等现实困境，本教学团队创新提出“课堂设进企业，产业融入教学”的教学理念，通过在企业实况下设立教学现场，重构知识图谱，让企业的研发实验室成为新的理论知识实践载体。这种贯通“教-研-产”的创新教学模式将有机融合“人才链-教育链-产业链-创新链”，为培育具有产业视野和报国情怀的新时代仪器人才提供系统性支撑。

关键词: 实践教学, 产教融合, 课程进企, 仪器自强

Abstract: As a pivotal approach to implement the fundamental mission of “fostering virtue and cultivating talents” in the new era, student-centered practical teaching has emerged as a crucial focus for classroom instruction reform. Confronting the inherent challenges of the Instrumental Analysis course characterized by fragmented knowledge points, strong interdisciplinary nature, and rapid technological iterations, along with the persistent disconnections between classroom and laboratory, education and industry, theory and application in traditional pedagogy, our teaching team proposes an innovative paradigm of “Enterprise-Embedded Classroom, Industry-Integrated Education”. This model establishes authentic corporate learning environments to reconstruct knowledge frameworks, transforming industrial laboratories into practical carriers for theoretical understanding. The integrated teaching-research-production model effectively converges talent cultivation chains, educational systems, industrial ecosystems, and innovation networks, systematically supporting the development of a new generation of instrumental analysis professionals with both industrial insights and patriotic dedication.

Key words: Practice teaching, Integration of industry and education, Enterprise-embedded curriculum, Instrument self-reliance