大学化学

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从“过程优化”到“系统耦合”：微型工程教学范式的理论升华与实践拓展——以硫酸亚铁铵制备实验的工程化重构为例

屈云霞1, 谢凯平2, 陈静1, 谢木标1, 潘荣楷1, 李慧琳1, 赖锦慧1   

  1. 1 岭南师范学院化学化工学院, 广东 湛江 524048;
    2 惠州学院化学与材料工程学院, 广东 惠州 516007
  • 收稿日期:2026-04-07 录用日期:2026-04-17
  • 通讯作者: 屈云霞 E-mail:quyx@lingnan.edu.cn Yunxia Qu
  • 基金资助:
    岭南师范学院校级人才专项ZL22005,2023年度广东省本科高校教学质量与教学改革工程建设项目(粤教高函[2024]9号)；2023年度校级教学质量与教学改革工程建设项目(岭师教务(2023)102号)；2025年度校级课程思政示范项目(LSSZ202543)；惠州学院教学质量与教学改革工程建设项目(惠院发(2024)173号)

From “process optimization” to “system coupling”: theoretical sublimation and practical expansion of the micro-engineering teaching paradigm—exemplified by the engineering-oriented reconstruction of the ammonium ferrous sulfate experiment

Yunxia Qu1, Kaiping Xie2, Jing Chen1, Mubiao Xie1, Rongkai Pan1, Huilin Li1, Jinhui Lai1   

  1. 1 School of Chemistry and Chemical Engineering, Lingnan Normal University, Zhanjiang 524048, Guangdong Province, China;
    2 School of Chemistry and Materials Engineering, Huizhou University, Huizhou 516007, Guangdong Province, China
  • Received:2026-04-07 Accepted:2026-04-17
  • Contact: Yunxia Qu E-mail:quyx@lingnan.edu.cn

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摘要： 为推动无机化学实验教学向“新工科”内涵深度转型，检验并升华前期首创的“微型工程教学范式”的普适性与理论深度，本工作将其从相对简单的线性分离纯化体系(精制五水硫酸铜实验)成功迁移至更具挑战性的非线性、多变量耦合合成体系——硫酸亚铁铵制备实验。本研究以“过程工程流程图板书2.0”这一高阶认知支架为核心，针对新体系中Fe2+价态稳定与复盐结晶两大工程瓶颈，对范式的教学目标、认知工具与控制逻辑进行了理论升华与系统性重构。教学设计贯穿“工程问题定义-多参数耦合设计-动态过程控制-系统优化反思”四阶段，将电势-pH图、多组分溶解度对比曲线等热力学决策工具作为“动态沙盘”深度嵌入板书，引导学生进行科学决策。实践证实，通过引导学生在多重动态约束(全程防氧化、传热传质耦合、相平衡边界控制)下进行系统权衡，有效驱动学生思维模式从关注“线性流程优化”向“多变量系统耦合决策”的深层次认知跨越。本研究通过与前期工作的系统对比，形式化地揭示了稳定的教学架构与可拓展的认知模块有机统一的范式迁移内在规律，确证了该范式作为一种底层教学方法论的理论升华潜力与高度适应性，为“新工科”背景下无机化学实验的系统化、工程化改革提供了一套可复制、可推广的成熟范例与操作指南。

关键词: 实验教学改革, 微型工程教学范式, 范式迁移, 系统工程思维, 硫酸亚铁铵, 认知跨越

Abstract: To facilitate the profound transformation of inorganic chemistry experiment teaching in alignment with the core principles of “Emerging Engineering Education” and to validate and elevate the universality and theoretical depth of the previously established "Micro-engineering Teaching Paradigm," this study successfully transitions the paradigm from a relatively simple linear separation and purification system (copper sulfate pentahydrate refinement) to a more complex nonlinear, multivariable coupled synthesis system—the preparation of ammonium ferrous sulfate. Utilizing the “Process Engineering Flowchart Blackboard 2.0” as a high-order cognitive scaffold, the study systematically restructures and theoretically enhances the paradigm's teaching objectives, cognitive tools, and control logic to address two major engineering challenges in the new system: the valence state stability of Fe2+ and double salt crystallization. The instructional design comprises four stages—“Engineering Problem Definition, Multi-parameter Coupled Design, Dynamic Process Control, and System Optimization & Reflection”—and integrates thermodynamic decision-making tools such as potential-pH diagrams and multicomponent solubility comparison curves into the blackboard as a “dynamic sandbox” to guide students in scientific decision-making. Practice demonstrates that by encouraging students to make systematic trade-offs under multiple dynamic constraints (comprehensive oxidation prevention, heat and mass transfer coupling, and phase equilibrium boundary control), their cognitive approach effectively transitions from focusing on “linear process optimization” to “multivariable system coupling decision-making.” Through systematic comparison with prior work, this study reveals the inherent principle of paradigm transfer—the organic unity of a stable teaching framework and expandable cognitive modules—confirming the paradigm's potential for theoretical advancement and adaptability as a fundamental teaching methodology. It provides a replicable and scalable model for the systematic, engineering-oriented reform of inorganic chemistry experiments under the "Emerging Engineering Education" framework.

Key words: Experimental teaching reform, Micro-engineering teaching paradigm, Paradigm transfer, System engineering thinking, Ammonium ferrous sulfate, Pedagogical sublimation