大学化学 >> 2026, Vol. 41 >> Issue (9): 18-25.doi: 10.12461/PKU.DXHX202508050

教学研究与改革 上一篇    下一篇

储能科学与工程专业物理化学课程“知识图谱+科教融汇”创新教研方法的研究与实践

鲍长远1, 刘玉鑫2, 徐国栋1, 黄兵1, 王博3   

  1. 1 盐城师范学院绿色低碳学院, 江苏 盐城 224007;
    2 盐城师范学院化学与环境工程学院, 江苏 盐城 224007;
    3 哈尔滨工业大学化工与化学学院, 黑龙江 哈尔滨 150001
  • 收稿日期:2025-08-15 录用日期:2025-10-13 发布日期:2026-09-01
  • 通讯作者: 黄兵, 王博 E-mail:huangb@yctu.edu.cn;wangbo19880804@163.com Bing Huang, Bo Wang
  • 基金资助:
    江苏省“333高层次人才培养工程”

Research and practice on an innovative teaching method integrating “knowledge graph + research-education integration” for the physical chemistry course in energy storage science and engineering

Changyuan Bao1, Yuxin Liu2, Guodong Xu1, Bing Huang1, Bo Wang3   

  1. 1 School of Green and Low-Carbon, Yancheng Teachers University, Yancheng 224007, Jiangsu Province, China;
    2 School of Chemical and Environmental Engineering, Yancheng Teachers University, Yancheng 224007, Jiangsu Province, China;
    3 School of Chemistry and Chemical Engineering, Harbin Institute of Technology, Harbin 150001, Heilongjiang Province, China
  • Received:2025-08-15 Accepted:2025-10-13 Published:2026-09-01
  • Contact: Bing Huang, Bo Wang E-mail:huangb@yctu.edu.cn;wangbo19880804@163.com

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摘要： 随着“双碳”战略的推进，储能技术成为能源转型的核心支撑，而物理化学作为储能科学与工程专业的学科基础课程，其教学模式亟需适应学科交叉与产业需求的双重挑战。本研究以盐城师范学院储能科学与工程专业为试点研究对象，结合盐城市绿色低碳产业布局及学校“应用型、地方性、开放性”的办学定位，提出“知识图谱+科教融汇”的双轮驱动模式。通过构建物理化学课程知识图谱，整合学科交叉知识点，优化教学内容；同时开展科教融汇实践，将最新科学研究成果融入教学，初步培养学生的创新思维能力、科研能力和解决问题的能力。实践表明，该方法有效提升了课程的系统性与实践性，促进了学科知识与产业需求的精准对接，为储能领域创新型人才培养提供了可推广的范式。

关键词: 物理化学, 知识图谱, 科教融汇, 储能科学与工程

Abstract: With the implementation of China's “dual carbon” strategy, energy storage technology has emerged as a pivotal enabler for energy transition. As a fundamental course in energy storage science and engineering, physical chemistry education faces the dual challenges of interdisciplinary integration and industry demands. This study focuses on the energy storage science and engineering major of Yancheng Teachers University as a pilot case. Aligning with Yancheng City's green low-carbon industrial development and the university's applied, regionally-oriented, and open educational philosophy, we propose a dual-driven “knowledge graph + research-education integration” model. The methodology involves: (1) developing a physical chemistry knowledge graph to systematically organize interdisciplinary knowledge points and optimize teaching content; (2) implementing research-education integration by incorporating cutting-edge scientific findings into teaching, thereby fostering students' innovative thinking, research capabilities, and problem-solving skills. Practical results demonstrate that this approach significantly enhances the course's systematic structure and practical relevance, effectively bridges disciplinary knowledge with industrial requirements, and establishes a replicable paradigm for cultivating innovative talents in the energy storage field.

Key words: Physical chemistry, Knowledge graph, Research-education integration, Energy storage science and engineering