大学化学 >> 2026, Vol. 41 >> Issue (6): 40-47.doi: 10.12461/PKU.DXHX202507083

所属专题： 化学“101计划”案例

专题 上一篇    

OBE-AI双驱的BPOPPS教学模型的“铬”式重构——以铬与铬的化合物的教学为例

李玲1, 张驰1, 田丽红1, 朱文华1, 毛志强2, 李贞2   

  1. 1 湖北大学化学化工学院, 湖北 武汉 430062;
    2 湖北大学健康科学与工程学院, 湖北 武汉 430062
  • 收稿日期:2025-07-21 录用日期:2025-09-10 发布日期:2026-06-18
  • 通讯作者: 李玲 E-mail:lingli@hubu.edu.cn Ling Li
  • 基金资助:
    湖北大学教研项目(2025)

OBE-AI dual-driven chromium-inspired restructuring of the BPOPPS teaching model: a case study of chromium and its compounds: teaching chromium and its compounds as a case study

Ling Li1, Chi Zhang1, Lihong Tian1, Wenhua Zhu1, Zhiqiang Mao2, Zhen Li2   

  1. 1 College of Chemistry and Chemical Engineering, Hubei University, Wuhan 430062, Hubei Province, China;
    2 School of Health of Science and Engineering, Hubei University, Wuhan 430062, Hubei Province, China
  • Received:2025-07-21 Accepted:2025-09-10 Published:2026-06-18
  • Contact: Ling Li E-mail:lingli@hubu.edu.cn

PDF

128

赞

摘要： 面向新工科建设与“101计划”需求，针对元素化学教学中知识碎片化、应用脱节等痛点，以“铬及其化合物”为例实施教学改革。贯彻OBE (成果导向教育，Outcome-Based Education)理念，依托知识图谱诊断学情并重构内容，融入工程伦理与科技强国思政元素。创新构建“BPOPPS (Bridge-in, Pre-test, Objective, Participatory Learning, Post-assessment, Summary)”教学模式，以“价态-性质-应用”为主线、“环境/科技”辩证为暗线，引导学生建立“pH-电极电势-形态”模型。教学实践显示核心知识点掌握度提升25%；小组方案设计完成率100%；90%学生形成三价铬替代工艺的伦理意识，有效提升高阶思维与知行合一能力，为元素化学的教学提供可推广范式。

关键词: 无机化学, OBE理念, AI赋能, BPOPPS教学模型

Abstract: In response to the demands of emerging engineering education and the “101 Plan”, this study addresses the challenges of knowledge fragmentation and application disconnection in elemental chemistry instruction. Using chromium and its compounds as a case study, we implemented pedagogical reforms grounded in OBE principles. Through knowledge mapping for learning diagnostics and content restructuring, we incorporated engineering ethics and science-technology-for-national-strength elements. The innovative BPOPPS teaching model was developed with a “valence-state-property-application” framework and an underlying “environment-versus-technology” dialectical approach, guiding students to construct a “pH-electrode potential-species” model. Teaching practice demonstrated significant outcomes: a 25% improvement in core knowledge mastery, 100% completion rate for group project designs, and 90% of students developing ethical awareness regarding trivalent chromium substitution processes. This approach effectively enhanced higher-order thinking and knowledge-application integration, offering a replicable paradigm for elemental chemistry instruction.

Key words: Inorganic chemistry, OBE framework, AI-enhanced learning, BPOPPS teaching model