大学化学 >> 2026, Vol. 41 >> Issue (7): 8-16.doi: 10.12461/PKU.DXHX202504094

教学研究与改革 上一篇    

基于兴趣激发与价值引领的物理化学课程重构

潘婷, 沈宇, 刘绪, 李祥春, 赖文勇   

  1. 南京邮电大学化学与生命科学学院, 柔性电子全国重点实验室, 江苏 南京 210023
  • 收稿日期:2025-04-28 录用日期:2025-07-28 发布日期:2026-06-27
  • 通讯作者: 潘婷 E-mail:iamtpan@njupt.edu.cn Ting Pan
  • 基金资助:
    国家自然科学基金青年项目(22305127);南京邮电大学引进人才自然科学研究启动基金(NY222079);南京邮电大学教学改革研究项目(JG03025JX34,JG03025JX35);南京邮电大学研究生教育教学改革课题(JGKT25-XYB05)

Reconstruction of physical chemistry course based on interest stimulation and value guidance

Ting Pan, Yu Shen, Xu Liu, Xiangchun Li, Wenyong Lai   

  1. State Key Laboratory of Flexible Electronics, School of Chemistry and Life Sciences, Nanjing University of Posts and Telecommunications, Nanjing 210023, Jiangsu Province, China
  • Received:2025-04-28 Accepted:2025-07-28 Published:2026-06-27
  • Contact: Ting Pan E-mail:iamtpan@njupt.edu.cn

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摘要： 物理化学作为化学学科的核心课程，因理论抽象性强、数学模型复杂等特质，长期面临“教师难教、学生畏学”的双重困境。传统教学模式偏重知识单向灌输，忽视学科价值引领与学习动机激发，导致学生陷入“机械识记公式、被动应对考试”的浅层学习循环。针对这一症结，本文提出基于兴趣激发与价值引领的物理化学课程重构方案，通过教学内容和模式的系统性革新，构建兴趣驱动、能力进阶与价值内化的螺旋上升闭环。以情境体验锚定、问题链环赋能及知行共振实践，实现知识传授与育人目标的深度耦合。本文为破解理工科“知识悬浮化”与“价值空心化”难题提供了可复制的行动框架，并为新工科人才培养的课程思政实践开辟了新路径。

关键词: 物理化学, 兴趣驱动, 能力培养, 价值塑造

Abstract: As a core discipline in chemistry, physical chemistry has long faced the dual challenges of being “difficult to teach for instructors and intimidating to learn for students” due to its abstract theoretical nature and complex mathematical models. Traditional teaching approaches, which emphasize one-way knowledge transmission while neglecting value orientation and motivation cultivation, often trap students in superficial learning cycles of mechanical formula memorization and exam-driven passivity. To address this fundamental issue, this study proposes a curriculum reconstruction framework centered on interest stimulation and value guidance. Through systematic innovations in both content design and teaching methodologies, we establish an upward-spiraling learning ecosystem that integrates interest cultivation, competency development, and value internalization. The implementation employs three key strategies: contextual anchoring through immersive scenarios, cognitive empowerment via problem-chain design, and praxis integration combining knowledge application. This approach achieves deep integration between knowledge delivery and educational objectives. The study provides a replicable framework for addressing the prevalent issues of “decontextualized knowledge” and “disconnected values” in Science, Technology, Engineering and Mathematics (STEM) education, while pioneering new pathways for ideological-political education in emerging engineering talent development.

Key words: Physical chemistry, Interest-driven learning, Competency development, Value cultivation