大学化学 >> 2025, Vol. 40 >> Issue (9): 189-195.doi: 10.12461/PKU.DXHX202412072

所属专题： AI赋能化学教育

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有机化学智慧教学的探索与应用

徐迪, 戴力, 姚文志, 王莉, 张芳, 高昕   

  1. 华北水利水电大学生态环境学院, 郑州 450045
  • 收稿日期:2024-12-13 录用日期:2025-03-10 发布日期:2025-09-16
  • 通讯作者: 戴力 E-mail:daili@ncwu.edu.com
  • 基金资助:
    华北水利水电大学教育教学研究与改革项目(2024XJGXM085)；华北水利水电大学2025年度学科建设与发展研究项目；华北水利水电大学2024年度创新创业就业课题；华北水利水电大学2024年水利工程学科来华留学生英语授课示范课程；校级高等教育教学改革研究与实践项目(研究生教育)；河南省高等学校重点科研项目(25B150011,24A430024)；；河南省科技攻关项目(252102230162)；环境与市政工程学院教改项目(HGJGXM202304)；

Exploration and Application of Smart Teaching in Organic Chemistry

Di Xu, Li Dai, Wenzhi Yao, Li Wang, Fang Zhang, Xin Gao   

  1. School of Ecology and Environment, North China University of Water Resources and Electric Power, Zhengzhou 450045, China
  • Received:2024-12-13 Accepted:2025-03-10 Published:2025-09-16
  • Contact: Li Dai E-mail:daili@ncwu.edu.com

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摘要： 在人工智能快速发展的背景下，智慧教学为高等教育课程改革提供了全新思路。本文通过设计课程层次，细化能力培养路径，深度融合学科知识与智能技术，构建了以学生为中心的智慧教学。该模式以有机化学课程为例，结合人工智能、大数据分析等先进技术，优化了教学资源的分配与利用，实现了教学过程的个性化和精准化。通过引入虚拟实验室、智能问答系统和在线学习平台，学生能够在课前、课中和课后全方位参与学习，提升了自主学习能力和实践操作技能。教学实践表明，该模式有效增强了学生的课堂参与度、综合能力和学习成效。

关键词: 智慧教学, 有机化学, 教学改革, 自主学习, 教学创新

Abstract: In the context of the rapid advancement of artificial intelligence, smart teaching has emerged as an innovative approach to higher education curriculum reform. This study establishes a student-centered smart teaching framework through the strategic design of curriculum levels, refinement of competency development pathways, and deep integration of disciplinary knowledge with intelligent technologies. Using the organic chemistry course as a case study, the proposed model incorporates advanced technologies such as artificial intelligence and big data analytics to optimize the allocation and utilization of teaching resources, thereby achieving personalized and precise teaching processes. The implementation of virtual laboratories, intelligent Q&A systems, and online learning platforms enables students to engage comprehensively in pre-class, in-class, and post-class learning activities, significantly enhancing their autonomous learning capabilities and practical operational skills. Empirical teaching practices demonstrate that this model effectively improves students’ classroom engagement, comprehensive competencies, and learning outcomes.

Key words: Smart teaching, Organic chemistry, Teaching reform, Autonomous learning, Teaching innovation