大学化学 >> 2026, Vol. 41 >> Issue (10): 1-9.doi: 10.12461/PKU.DXHX202509086

教学研究与改革 上一篇    

思政引领力视域下基于OBE理念的化学史课程教学模式构建研究

李采杏1, 陈新丽1,2, 王更生1, 汪朝阳1, 刘聪1, 周合兵1, 郑奇峰1   

  1. 1 华南师范大学化学学院, 广东 广州 510006;
    2 广东省化学实验教学示范中心, 广东 广州 510006
  • 收稿日期:2025-09-17 录用日期:2025-11-24 发布日期:2026-10-13
  • 通讯作者: 陈新丽, 郑奇峰 E-mail:chenxinli@m.scnu.edu.cn;qifeng.zheng@m.scnu.edu.cn Xinli Chen, Qifeng Zheng
  • 基金资助:
    2025年广东省研究生教育创新计划项目(2025SQXX-011)；2025年华南师范大学党建创新项目(2025DJ52)；2025年华南师范大学统一战线理论实践研究项目(HT202512)

Research on the construction of teaching mode for the course History of Chemistry based on the OBE concept from the perspective of ideological and political leadership

Caixing Li1, Xinli Chen1,2, Gengsheng Wang1, Zhaoyang Wang1, Cong Liu1, Hebing Zhou1, Qifeng Zheng1   

  1. 1 College of Chemistry, South China Normal University, Guangzhou 510006, Guangdong Province, China;
    2 Guangdong Provincial Demonstration Center for Experimental Chemistry Education, Guangzhou 510006, Guangdong Province, China
  • Received:2025-09-17 Accepted:2025-11-24 Published:2026-10-13
  • Contact: Xinli Chen, Qifeng Zheng E-mail:chenxinli@m.scnu.edu.cn;qifeng.zheng@m.scnu.edu.cn

PDF

197

赞

摘要： 针对教育强国建设场域下思政引领力与课程思政协同推进的现实问题，本文以化学史课程为载体，基于“产出导向教育”(简称“OBE”)理念构建思政教育与专业融合的教学模式。通过精准化课前调研锚定需求、宽泛化课程资源挖掘思政元素、高效化组织教学凸显学生主体、科学化评价完善育人闭环，实现“知识-能力-价值”三位一体培养。实践表明，该模式能有效提升课程思政实效性，为高校理工科同类课程思政建设提供参考范式。

关键词: 思政引领力, 课程思政, 化学史, 产出导向教育, 教学模式

Abstract: In addressing the practical challenges of synergizing ideological and political leadership with curriculum-based ideological education within the framework of building a strong education system, this study employs the History of Chemistry course as a platform to develop an integrated teaching model. Grounded in the Outcome-Based Education (OBE) approach, the model incorporates four key strategies: precise pre-course needs assessment, comprehensive integration of ideological elements into course resources, student-centered instructional organization, and scientific evaluation to complete the educational cycle. The implementation demonstrates this model’s effectiveness in achieving the trinity of “knowledge-ability-values” cultivation, providing a reference paradigm for ideological education in similar STEM (Science, Technology, Engineering and Mathematics) courses at higher education institutions.

Key words: Ideological and political leadership, Curriculum-based ideological and political education, History of chemistry, Outcome-based education, Teaching mode