大学化学

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析依数之理，铸守护之魂：项目式教学驱动化学课程思政的“原理-问题-角色”三轴模式构建

贾楠, 焦宝娟, 李敏, 李朋娜, 车欣莹   

  1. 西安文理学院化学工程学院，陕西 西安 710065
  • 收稿日期:2025-11-25 录用日期:2026-01-04
  • 通讯作者: 贾楠 E-mail:jianan@xawl.edu.cn Nan Jia
  • 基金资助:
    陕西省高校科协青年人才托举计划(20230608)；陕西省自然科学基金(2024JC-YBQN-0148, 2023-JC-QN-1007)；产学合作协同育人项目(2412050003, 绿色化学技术在文物保护中的应用与教学融合)；西安市社会科学规划基金项目(25ZL75)；陕西省教育科学“十四五”规划课题(SGH25Y359)；陕西省自然科学基金(2025JC-YBMS-177)；陕西省重点研发计划项目(2024SF-YBXM-683)

Unveiling colligative principles, forging a conservation ethos: constructing a “principle-problem-role” three-dimensional teaching model in chemistry curriculum through project-based learning

Nan Jia, Baojuan Jiao, Min Li, Pengna Li, Xinying Che   

  1. School of Chemical Engineering, Xi’an University of Arts and Science, Xi’an 710065, Shaanxi Province, China
  • Received:2025-11-25 Accepted:2026-01-04
  • Contact: Nan Jia E-mail:jianan@xawl.edu.cn

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摘要： 针对文物与博物馆学专业学生化学基础薄弱、学习动机不足的问题，本研究以文物保护中的典型难题——“可溶盐病害”为项目载体，对“稀溶液依数性”教学内容进行了重构。通过设计与实施以“诊断病因-开具处方-临床会诊”为主线的项目式教学，引导学生在解决文物盐害的真实问题中，深化对渗透压、凝固点降低等抽象概念的理解与应用。教学实践表明，该模式不仅有效提升了学生的知识内化程度与跨学科实践能力，更将守护文化遗产的家国情怀、精益求精的工匠精神及科技报国的使命担当无缝融入教学全过程，实现了知识、能力与价值塑造的有机统一。在此基础上，本研究进一步提炼出“原理-问题-角色”三轴联动教学模式，为相关专业的化学课程思政改革提供了可资借鉴的理论范式与实践路径。

关键词: 稀溶液依数性, 文博专业, 课程思政, 项目式学习, 教学模式

Abstract: To address the challenges of limited chemical knowledge and low motivation among students in Cultural Heritage and Museology programs, this study redesigned the teaching of colligative properties of dilute solutions by employing “soluble salt damage”—a key issue in heritage conservation—as a project-based learning context. Through an instructional framework structured around “problem diagnosis-solution formulation-expert evaluation”, students were guided to deepen their comprehension and application of abstract concepts like osmotic pressure and freezing point depression by investigating real-world salt-induced artifact deterioration. Teaching practice demonstrates that this model not only enhances knowledge internalization and interdisciplinary skills but also organically integrates ideological elements—including heritage preservation awareness, craftsmanship excellence, and dedication to national scientific progress—throughout the learning process. This approach achieves synergistic integration of knowledge acquisition, skill development, and value cultivation. Furthermore, the study proposes a “principle-problem-role” triaxial teaching model, providing a theoretical and practical framework for pedagogical innovation in chemistry courses within related disciplines.

Key words: Colligative property of dilute solution, Cultural Heritage and Museology program, Ideological and political education, Project-based learning, Teaching model