大学化学 >> 2026, Vol. 41 >> Issue (9): 62-69.doi: 10.12461/PKU.DXHX202508068

教学研究与改革 上一篇    下一篇

AI赋能物理化学课程建设：三元交互教学模式的创新与实践

朱荣娇1,2, 冯霞1,2, 孙艳1,2, 刘俊吉1,2, 陈丽1,2, 李荣金1,2, 王玉新1,2, 孙雅静1,2, 杨方旭1,2   

  1. 1 天津大学理学院化学系, 天津 300354;
    2 化学化工国家级实验教学示范中心(天津大学), 天津 300354
  • 收稿日期:2025-08-25 录用日期:2025-10-22 发布日期:2026-09-01
  • 通讯作者: 朱荣娇 E-mail:zhurongjiao@tju.edu.cn Rongjiao Zhu
  • 基金资助:
    天津大学人工智能赋能课程建设专项项目-物理化学；天津市普通高等学校本科教学质量与教学改革研究计划项目(B251005611)；天津大学智慧教室应用场景典型案例建设项目；天津大学课程思政示范课程建设；AI时代背景下物理化学课程思政的实施路径构建与实践研究

AI-enabled curriculum construction for physical chemistry: innovation and practice of the tripartite interactive teaching model

Rongjiao Zhu1,2, Xia Feng1,2, Yan Sun1,2, Junji Liu1,2, Li Chen1,2, Rongjin Li1,2, Yuxin Wang1,2, Yajing Sun1,2, Fangxu Yang1,2   

  1. 1 Department of Chemistry, School of Science, Tianjin University, Tianjin 300354, China;
    2 National Demonstration Center for Experimental Chemistry and Chemical Engineering Education, Tianjin University, Tianjin 300354, China
  • Received:2025-08-25 Accepted:2025-10-22 Published:2026-09-01
  • Contact: Rongjiao Zhu E-mail:zhurongjiao@tju.edu.cn

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摘要： 随着生成式人工智能技术的飞速发展，教育智能化已成为全球高等教育改革的核心方向。本文以天津大学物理化学课程为例，阐述了AI (人工智能)赋能课程建设的实践路径，重点介绍了“师-生-机”三元交互、线上线下混合式教学模式的构建与应用。通过构建四级知识图谱、配备AI助教等智能工具，实现了教学资源的精准匹配与个性化推送；依托三元交互混合式教学模式和多维智能评价体系，显著提升教师的备课效率、学生的学习成效与AI素养。实践表明，该模式有效解决了传统教学中“一刀切”的局限，为高校相关课程的智能化改革提供了可借鉴的范例。

关键词: 人工智能, 物理化学, 智慧课程, 三元交互, 教学模式

Abstract: The rapid advancement of generative artificial intelligence (AI) technologies has positioned educational intelligence as a pivotal focus in global higher education reform. This study presents Tianjin University's Physical Chemistry course as a case study, demonstrating the implementation pathway for AI-enhanced curriculum development. The research highlights the establishment and application of a blended teaching model featuring tripartite interaction among teachers, students, and AI systems, combining online and offline components. Through the development of a four-tier knowledge graph and the deployment of intelligent tools including AI teaching assistants, the model achieves precise alignment and personalized distribution of educational resources. The integrated approach of tripartite interactive blended instruction and multidimensional intelligent assessment has significantly enhanced instructional preparation efficiency, student learning outcomes, and AI literacy. Empirical results indicate that this model effectively overcomes the limitations of the “one-size-fits-all” approach in conventional pedagogy, offering a replicable paradigm for intelligent transformation of related academic courses in higher education.

Key words: Artificial intelligence, Physical chemistry, Intelligent curriculum, Tripartite interaction, Teaching model