大学化学 >> 2026, Vol. 41 >> Issue (10): 73-80.doi: 10.12461/PKU.DXHX202510074

教学研究与改革 上一篇    

AI辅助的“核心知识↔学科前沿”双向映射在物理化学课程教学中的研究

宋小威, 林敏, 曹秋燕   

  1. 安庆师范大学化学化工学院, 安徽 安庆 246133
  • 收稿日期:2025-10-20 录用日期:2025-12-10 发布日期:2026-10-13
  • 通讯作者: 宋小威 E-mail:songxw@aqnu.edu.cn Xiaowei Song
  • 基金资助:
    安庆师范大学教学质量及教学改革工程项目(2024aqnujyxm12)和创新训练项目(X202510372068)

AI-assisted bidirectional mapping between core knowledge and disciplinary frontiers in physical chemistry teaching

Xiaowei Song, Min Lin, Qiuyan Cao   

  1. School of Chemistry and Chemical Engineering, Anqing Normal University, Anqing 246133, Anhui Province, China
  • Received:2025-10-20 Accepted:2025-12-10 Published:2026-10-13
  • Contact: Xiaowei Song E-mail:songxw@aqnu.edu.cn

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摘要： 针对物理化学教学中前沿内容引入进程缓慢、与核心知识体系衔接不足的问题，我们提出一种基于人工智能(AI)辅助的“核心知识↔学科前沿”双向映射教学策略。这一策略旨在通过AI构建课程核心知识与化学学科前沿研究成果之间的联系，实现教学内容与科研进展的有机融合。我们借助AI识别并匹配核心知识点所对应的前沿研究成果，并将筛选成果教学化、结构化，转化为可直接应用于课堂的“前沿案例”和“教学活动”，以促进学生对核心知识的深度理解与迁移应用。研究设计了包含任务设定、前沿成果挖掘、内容提炼与人工核验的案例开发流程，并以“Joule-Thomson效应”为例展示AI辅助双向映射的构建过程。在此基础上，提出“讲授环-研讨环-考核环”的“三环”融合方法，推动学生从知识掌握到能力养成的递进发展。本文希望为学科前沿成果融入物理化学课程教学提供初步的思路与方法。

关键词: 物理化学教学, 学科前沿, 前沿案例, 双向映射, 三环融合

Abstract: To address the challenges of slow integration of frontier content and inadequate connection with core knowledge systems in physical chemistry instruction, we propose an AI (Artificial Intelligence)-assisted bidirectional mapping strategy linking core knowledge with disciplinary frontiers. This approach utilizes artificial intelligence to establish connections between fundamental course concepts and cutting-edge research in chemistry, enabling organic integration of teaching content with scientific advancements. The methodology involves AI identification and matching of frontier research corresponding to core knowledge points, followed by pedagogical processing to transform selected findings into structured “frontier cases” and “teaching activities” for classroom implementation. We developed a systematic workflow encompassing task definition, frontier literature mining, content refinement, and manual validation, demonstrating the process through the “Joule-Thomson effect” case study. Furthermore, we propose a “three-phase integration” framework (lecture-discussion-assessment) to facilitate students’ progressive development from knowledge acquisition to competency building. This study provides preliminary insights and methodologies for effectively incorporating disciplinary frontiers into physical chemistry education.

Key words: Physical chemistry teaching, Disciplinary frontiers, frontier cases, Bidirectional mapping, three-phase integration