大学化学 >> 2026, Vol. 41 >> Issue (2): 82-94.doi: 10.12461/PKU.DXHX202503014

所属专题： 温室气体(CO2、CH4)化学

教学研究与改革 上一篇    下一篇

化学前沿-智能教育技术协同重构CO2教学单元

简亚军, 顾泉, 翟全国   

  1. 陕西师范大学化学化工学院, 西安 710119
  • 收稿日期:2025-03-03 录用日期:2025-04-09 发布日期:2025-12-27
  • 通讯作者: 简亚军 E-mail:yajunjian@snnu.edu.cn Yajun Jian
  • 基金资助:
    教育部“西部高校化学(师范)专业建设虚拟教研室”建设经费；陕西省课程思政精品课程和教学团队(无机化学)；2023年陕西师范大学校级本科规划教材建设项目(无机化学丛书) (2023)

Chemistry Frontiers-Intelligent Educational Technologies Collaborate to Construct CO2 Teaching Units

Yajun Jian, Quan Gu, Quanguo Zhai   

  1. School of Chemistry and Chemical Engineering, Shaanxi Normal University, Xi'an 710119, China
  • Received:2025-03-03 Accepted:2025-04-09 Published:2025-12-27
  • Contact: Yajun Jian E-mail:yajunjian@snnu.edu.cn

PDF

238

赞

摘要： 化学学科通过分子设计与过程调控，持续突破碳减排与资源化技术边界。将“双碳”前沿融入本科教学已成为化学教改的挑战。本研究构建“知识体系重构-智能平台提升-自主探究升华”三维递进架构，突破传统课堂时空限制，形成全过程浸润式培养模式，实现学生从知识内化到思维创新的能力跃升，显著提升其创新素养与学科使命感。

关键词: CO2教学, 科学前沿, 教学技术, 学生发展

Abstract: The discipline of chemistry is constantly making significant strides in the pursuit of carbon emission reduction and resourcing through molecular design and process regulation. Incorporating “dual-carbon” frontier knowledge into undergraduate education is crucial for driving reform in chemistry teaching. This study proposes a three-dimensional progressive framework that integrates “knowledge system restructuring, intelligent platform enhancement, and self-directed inquiry advancement.” This approach transcends the temporal and spatial limitations of traditional classrooms, creating an immersive, whole-process training model. It enables students to make a cognitive leap from knowledge internalization to innovative thinking, significantly enhancing their innovative capabilities and fostering a stronger sense of mission within the discipline.

Key words: CO2 teaching module, Scientific frontier, Teaching technology, Student development