大学化学 >> 2025, Vol. 40 >> Issue (9): 196-205.doi: 10.12461/PKU.DXHX202503029

所属专题： AI赋能化学教育

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AI赋能雨课堂在物理化学混合式教学中的实践探索

成媛媛1, 赵娣2, 张志成3   

  1. 1 中国地质大学(北京)数理学院, 北京 100083;
    2 北京理工大学化学与化工学院, 北京 102488;
    3 天津大学理学院化学系, 有机集成电路教育部重点实验室, 天津市分子光电科学重点实验室, 天津 300072
  • 收稿日期:2025-03-10 录用日期:2025-05-16 发布日期:2025-09-16
  • 通讯作者: 赵娣, 张志成 E-mail:dizhao@bit.edu.cn;zczhang19@tju.edu.cn
  • 基金资助:
    2025年北京理工大学本科教育教学改革项目(2025KCJS059)；国家自然科学基金青年基金项目(22309011)；2024年天津大学理学院本科生教育改革研究计划项目；研究生教育改革研究计划项目；国家自然科学基金联合基金项目(U24B20190)和面上项目(22375142)

Practical Exploration of AI-Enabled Rain Classroom in Blended Teaching of Physical Chemistry

Yuanyuan Cheng1, Di Zhao2, Zhicheng Zhang3   

  1. 1 School of Science, China University of Geosciences (Beijing), Beijing 100083, China;
    2 School of Chemistry and Chemical Engineering, Beijing Institute of Technology, Beijing 102488, China;
    3 Tianjin Key Laboratory of Molecular Optoelectronic Sciences, Key Laboratory of Organic Integrated Circuits, Ministry of Education, Department of Chemistry, School of Science, Tianjin University, Tianjin 300072, China
  • Received:2025-03-10 Accepted:2025-05-16 Published:2025-09-16
  • Contact: Di Zhao, Zhicheng Zhang E-mail:dizhao@bit.edu.cn;zczhang19@tju.edu.cn

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摘要： 本文阐述了物理化学课程的特点及传统教学存在的问题，分析了AI与雨课堂结合的优势，介绍了利用AI赋能雨课堂开展物理化学混合式教学的具体实施过程，包括课前、课中、课后的教学环节设计。通过教学实践和学生反馈，探讨了混合式教学模式对学生学习效果、学习兴趣、自主学习能力和创新实践能力的影响，结果表明学生成绩提升明显且未有不及格学生，学习兴趣大幅提升且参与度提高约3倍，学习能力和实践能力也有所提升。本文旨在为物理化学教学改革提供新的思路和方法，推动教育技术与学科教学的深度融合。

关键词: AI赋能, 雨课堂, 物理化学, 混合式教学

Abstract: This paper delineates the distinctive features of physical chemistry courses and identifies the limitations inherent in traditional teaching methodologies. It examines the synergistic advantages of integrating artificial intelligence (AI) with the Rain Classroom platform and details the implementation process of AI-enabled Rain Classroom in blended teaching of physical chemistry, encompassing pre-class, in-class, and post-class instructional design. Through empirical teaching practices and student feedback, the study investigates the impact of the blended teaching model on students’ learning outcomes, academic interest, autonomous learning capabilities, and innovative practical skills. The findings demonstrate significant improvements in students’ academic performance with no failing grades, a substantial increase in learning interest accompanied by approximately threefold engagement enhancement, and notable advancements in both learning and practical abilities. This research aims to provide innovative approaches and methodologies for the reform of physical chemistry education, facilitating the profound integration of educational technology with disciplinary instruction.

Key words: AI-enabled, Rain classroom, Physical chemistry, Blended teaching