大学化学

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氧化还原主题下的实践创新能力培养——以无机及分析化学为例

李莎, 吴纯正, 李兵, 陈琳, 王宇轩   

  1. 浙江农林大学化学与材料工程学院, 浙江 杭州 311300
  • 收稿日期:2026-03-24 修回日期:2026-04-20
  • 通讯作者: 李莎 E-mail:shali@zafu.edu.cn Sha Li
  • 基金资助:
    浙江农林大学校级教学改革项目(JG2025014, JG2025015, JG2025016)

Cultivation of practical innovation ability based on redox chemistry: a case of inorganic and analytical chemistry

Sha Li, Chunzheng Wu, Bing Li, Lin Chen, Yuxuan Wang   

  1. College of Chemistry and Materials Engineering, Zhejiang A&F University, Hangzhou 311300, Zhejiang Province, China
  • Received:2026-03-24 Revised:2026-04-20
  • Contact: Sha Li E-mail:shali@zafu.edu.cn

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摘要： 针对“原理懂、应用难”的教学困境，本课例以《无机及分析化学》为载体，构建“理论奠基-案例驱动-实验验证-创新实践”四阶递进模式。课内以金属腐蚀、合成氨等案例驱动工程思维训练；课外引导学生将探究兴趣转化为创新项目。两轮教学实践表明：42名学生参与课外项目，完成6项研究(其中4项获竞赛奖励)；鲁米诺发光信号从(10 ± 2) s延长至(120 ± 5) s；后测中能解释牺牲阳极原理的学生比例从31.5%提升至84.7%。本课例为理工科基础课程融入创新素养培育提供了可迁移的教学范式。

关键词: 四阶递进, 案例教学, 工程思维, 创新素养, 课例研究

Abstract: To address the teaching challenge wherein students comprehend theoretical principles yet encounter difficulties in practical application of redox reactions, this study developed a four-stage progressive teaching model (“Theory Foundation—Case-Driven Learning—Experimental Verification— Innovation Practice”) within the Inorganic and Analytical Chemistry curriculum. The instructional approach incorporated engineering cases including metal corrosion and ammonia synthesis to foster engineering thinking, while extracurricular activities guided students in transforming research interests into innovation projects. Two cycles of teaching practice demonstrated that 42 students participated in extracurricular projects, completed 6 research studies, and received 4 competition awards. The chemiluminescence signal duration was extended from (10 ± 2) s to (120 ± 5) s. Post-test results showed an increase from 31.5% to 84.7% in students' ability to explain sacrificial anode principles. This study presents a transferable pedagogical framework for integrating innovation competency development into fundamental science and engineering courses.

Key words: Four-stage progressive, Case-based teaching, Engineering thinking, Innovation competency, Lesson study