大学化学 >> 2026, Vol. 41 >> Issue (10): 27-35.doi: 10.12461/PKU.DXHX202510017

教学研究与改革 上一篇    

研讨教学(Seminar)在农林有机化学课程中的8年应用实践

闫嘉航1, 郑朝嘉1, 袁茂森1, 张靖涵1, 吕生凤1, 袁玄晔1, 汤江江1, 王凤1, Uwe Schneider2, 王小平2, 丁聪3, 曹敏惠3, 徐炎2, 王俊儒1   

  1. 1 西北农林科技大学化学与药学院, 陕西 杨凌 712100;
    2 西北农林科技大学创新实验学院, 陕西 杨凌 712100;
    3 华中农业大学化学学院, 湖北 武汉 430070
  • 收稿日期:2025-10-09 录用日期:2025-12-11 发布日期:2026-10-13
  • 通讯作者: 徐炎, 曹敏慧, 王俊儒 E-mail:yan.xu@nwafu.edu.cn;cmhxsz@mail.hzau.edu.cn;wangjunru@nwafu.edu.cn Yan Xu, Minhui Cao, Junru Wang
  • 基金资助:
    教育部新农科研究与改革实践项目(新农科基础化学课程体系与新形态教材建设)；高等农林院校“植物生产类”专业拔尖创新人才自主培养模式探索与实践(JY2301006)；校卓越人才成长计划教改项目(JY2304039)；面向卓越能力培养的英文有机化学知识图谱及相关资源建设(JY2304039)

Eight-year application and practice of seminar teaching in the course of organic chemistry for agriculture and forestry undergraduates

Jiahang Yan1, Chaojia Zheng1, Maosen Yuan1, Jinghan Zhang1, Shengfeng Lü1, Xuanye Yuan1, Jiangjiang Tang1, Feng Wang1, Uwe Schneider2, Xiaoping Wang2, Cong Ding3, Minhui Cao3, Yan Xu2, Junru Wang1   

  1. 1 College of Chemistry and Pharmacy, Northwest A&F University, Yangling 712100, Shaanxi Province, China;
    2 College of Innovation and Experiment, Northwest A&F University, Yangling 712100, Shaanxi Province, China;
    3 College of Chemistry, Huazhong Agricultural University, Wuhan 430070, Hubei Province, China
  • Received:2025-10-09 Accepted:2025-12-11 Published:2026-10-13
  • Contact: Yan Xu, Minhui Cao, Junru Wang E-mail:yan.xu@nwafu.edu.cn;cmhxsz@mail.hzau.edu.cn;wangjunru@nwafu.edu.cn

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摘要： 研讨式(Seminar)教学作为一种历史悠久的教学模式，从古代哲学思辨到现代教育实践，已演变为高等教育体系中强调学生主体性和互动协作的核心形式。本文回顾研讨式教学简史、剖析其核心特征，结合西北农林大学农林生物类有机化学课堂的研讨环节设计与长期实践，以及西北农大和华中农大两校引入外籍教师开展的暑期“生命与有机化学”(Life & Organic Chemistry，简称LOC)分子研讨课的8年实践经验，展开系统分析与梳理。课程内容与模块持续迭代优化，单期研讨班Nature、Science (NS)顶刊研读量最高达45篇，通过学生组队主题混合(Tx)展示及多维度综合考核，高难度学习挑战显著提升学生后续课程适应性和创新潜力。该模式经校际协同扩展至应用化学专业跨年级教学。采用多年持续问卷调查、座谈反馈及在线评估等多种方法，量化实践成效。数据表明，分子研讨课显著强化学生的学习策略构建、协作研讨能力、分子前沿视野、信息整合与阅读素养等关键要素。结合2023-2025年学生人工智能(AI)辅助学习调查，提出研讨课未来发展的6大特征：技术赋能互动、跨学科融创、学生主导课堂、个性化与协作并重、应用导向实践及全球化视野融入。这些特征在AI时代下，赋予研讨课更具前瞻性的育人价值。

关键词: 有机化学, 研讨课, 课程创新, 学科交叉

Abstract: Seminar-based teaching, as an enduring pedagogical approach, has evolved from ancient philosophical discourse to modern educational practice, establishing itself as a core instructional format in higher education that emphasizes student-centered learning and interactive collaboration. This study reviews the brief history of seminar-based teaching and analyzes its core characteristics. It integrates the design and long-term practice of seminar sessions in organic chemistry courses for agriculture and forestry biology majors at Northwest A&F University (NWAFU), as well as the eight-year practical experience of the summer “Life & Organic Chemistry” (LOC) molecular seminar jointly launched by NWAFU and Huazhong Agricultural University (HZAU) with the participation of foreign teachers, to conduct a systematic analysis and tidy-up. Notably, seminar sessions achieved a peak reading volume of 45 Nature and Science (NS) journal articles. Through team-based thematic presentations (Tx) and multidimensional assessments, the high-intensity learning challenges significantly enhanced students’ adaptability and innovative potential in subsequent coursework. This model has been successfully extended to applied chemistry programs across different academic years through inter-institutional collaboration. Longitudinal data collected via questionnaires, focus group discussions, and online evaluations demonstrate that molecular seminars substantially improve students’ learning strategy development, collaborative discussion skills, frontier molecular perspectives, information synthesis, and reading literacy. Incorporating AI-assisted learning surveys from 2023-2025, the study proposes six developmental features for future seminar courses: technology-enhanced interaction, interdisciplinary innovation, student-led instruction, balanced personalization and collaboration, application-oriented practice, and global perspective integration. These characteristics endow seminar teaching with forward-looking educational value in the AI era.

Key words: Organic chemistry, Seminar teaching, Curriculum innovation, Interdisciplinary integration