大学化学 >> 2026, Vol. 41 >> Issue (4): 187-198.doi: 10.12461/PKU.DXHX202504102

教学研究与改革 上一篇    下一篇

“新农科”背景下生物无机化学教学新模式的构建与实践

吴春1, 蒲祥1, 林丽1, 寇欣2, 饶含兵1, 鲁志伟1   

  1. 1 四川农业大学理学院, 四川 雅安 625014;
    2 四川农业大学研究生院, 四川 雅安 625014
  • 收稿日期:2025-04-28 录用日期:2025-06-30 发布日期:2026-04-24
  • 通讯作者: 吴春, 鲁志伟 E-mail:ccwuchem@hotmail.com;zhiweilu@sicau.edu.cn Chun Wu, Zhiwei Lu
  • 基金资助:
    教育部产学合作协同育人项目(220605940105027)；四川省高等教育人才培养质量和教学改革项目(JG2024-0446)；四川省学位与研究生教育重点项目(2023ZD06)；四川省普通本科高校创新性实验项目(2024068)；四川农业大学高等教育人才培养质量和教学改革重点项目(X202313)。

Construction and Practice of Novel Teaching Mode for Bioinorganic Chemistry in the Context of “New Agricultural Plan”

Chun Wu1, Xiang Pu1, Li Lin1, Xin Kou2, Hanbing Rao1, Zhiwei Lu1   

  1. 1 College of Science, Sichuan Agricultural University, Ya'an 625014, Sichuan Province, China;
    2 Graduate School, Sichuan Agricultural University, Ya'an 625014, Sichuan Province, China
  • Received:2025-04-28 Accepted:2025-06-30 Published:2026-04-24
  • Contact: Chun Wu, Zhiwei Lu E-mail:ccwuchem@hotmail.com;zhiweilu@sicau.edu.cn

PDF

109

赞

摘要： 农业新质生产力的发展是推动我国经济高质量发展新征程中的重要着力点和内在要求。为了响应教育部四新建设中针对“新农科”教育教学改革的号召，我校聚焦现代农业中的卡脖子问题，以新农科建设为引领，依托我校国家级实验平台，紧密围绕我校在化学及生物学等优势学科背景(动物学及植物学学科ESI排名全球前1‰，化学等10个学科ESI排名全球前1%)，对生物无机化学课程进行升级改造。本次教改实践着眼现代农业新质生产力发展高要求，从课程思政教学模式、知识树式教学模式、多样化混合教学模式、梯度式实践教学模式等方面进行积极探索。其中，以梯度式实践教学模式为核心，针对性探讨利用生物无机化学基本原理和学科前沿研究进展支持“新农科”的改革与建设的新型教学模式的构建。实践表明，通过优化升级生物无机化学教学模式，教学资源和教学质量分别得以丰富和提升，学生积极性和学习热情也明显提高，能精准把握学科前沿最新进展，可为新时代“新农科”背景下，尤其是双一流农业院校中生物无机化学课程教学提供参考，助力推进我国农业新质生产力发展。

关键词: 新质生产力, 新农科, 四新教育, 生物无机化学

Abstract: The advancement of new quality agricultural productivity serves as both a crucial focal point and inherent requirement for promoting China's high-quality economic development. Responding to the Ministry of Education's initiative for educational reform under the “Four New Constructions” framework, particularly the “New Agricultural Science” initiative, our university has focused on addressing critical challenges in modern agriculture. Leveraging our national-level experimental platforms and disciplinary strengths (with Zoology and Plant Science ranking in the global top 0.1% and Chemistry in the top 1% of ESI rankings), we have comprehensively upgraded the Bioinorganic Chemistry curriculum. This teaching reform, aligned with the high demands of developing new quality agricultural productivity, explores innovative approaches including: curriculum-based ideological education, knowledge-tree teaching models, diversified blended learning methods, and tiered practical teaching systems - with particular emphasis on the latter. The reform specifically examines how fundamental principles and cutting-edge research in Bioinorganic Chemistry can support the “New Agricultural Science” initiative. Practice demonstrates that this optimized teaching model has enriched educational resources, improved teaching quality, significantly enhanced student engagement and motivation, and enabled precise understanding of disciplinary advancements. These outcomes provide valuable references for Bioinorganic Chemistry education in agricultural universities, particularly “Double First-Class” institutions, thereby contributing to the development of China's agricultural new quality productivity.

Key words: New quality productivity, New agricultural Science, Four new constructions, Bioinorganic chemistry