大学化学 >> 2026, Vol. 41 >> Issue (6): 100-107.doi: 10.12461/PKU.DXHX202511184

所属专题： 化学“101计划”案例

专题 上一篇    

问题驱动下“情境线-知识线-问题线”三线融合的教学设计与实践——以化学热力学与动力学教学为例

杨红晓, 刘志莲, 张卫民, 刘继涛   

  1. 济南大学化学化工学院, 山东 济南 250022
  • 收稿日期:2025-11-25 录用日期:2026-02-06 发布日期:2026-06-18
  • 通讯作者: 杨红晓 E-mail:chm_yanghx@ujn.edu.cn Hongxiao Yang
  • 基金资助:
    山东省2023年本科教学改革研究重点项目(Z2023063, Z2023259)；山东省2022年本科教学改革研究面上项目(M2022103)；济南大学教学研究重点项目(JZ2208, JZ2406)

Integratingscenario, knowledge, and problem lines in a problem-driven framework: teaching thermodynamics and kinetics in general chemistry

Hongxiao Yang, Zhilian Liu, Weimin Zhang, Jitao Liu   

  1. School of Chemistry and Chemical Engineering, University of Jinan, Jinan 250022, Shandong Province, China
  • Received:2025-11-25 Accepted:2026-02-06 Published:2026-06-18
  • Contact: Hongxiao Yang E-mail:chm_yanghx@ujn.edu.cn

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摘要： 针对普通化学“化学热力学和动力学”部分理论性强、学生难以理解与应用的教学痛点，课程组构建了以“问题驱动”为核心，将“情境线”“知识线”和“问题线”三线有机融合的教学新模式。以“碳中和与降低碳排放的CO2转化技术”这一综合性大问题为引领，将其分解为一系列环环相扣的小问题。通过真实情境导入，设计层层递进的问题链，引导学生运用反应吉布斯自由能变、化学反应平衡、反应速率理论和催化剂等核心知识，逐层深入探究CO2转化反应的热力学可能性与动力学可行性，最终自主构建知识体系并解决复杂工程问题，有效培养了学生创新思维和社会责任感。

关键词: 问题线, 情境线, 知识线, 问题驱动, 热力学与动力学教学

Abstract: This study addresses the pedagogical challenges encountered in teaching chemical thermodynamics and kinetics within general chemistry courses, where students frequently face difficulties in comprehending theoretical concepts and applying them practically. We developed an innovative problem-based learning model that systematically integrates three interconnected dimensions: scenario line, knowledge line, and problem line. Using “Carbon Neutrality and CO2 Conversion Technologies for Emission Reduction” as an overarching theme, we decomposed this complex real-world challenge into a series of logically connected sub-problems. Through authentic contextual cases, progressively structured problem chains, and guided theoretical instruction, students actively engage with fundamental concepts including Gibbs free energy change, chemical equilibrium, reaction rate theory, and catalysis. This approach enables students to methodically evaluate both the thermodynamic feasibility and kinetic viability of CO2 conversion reactions. Through this process, students autonomously build a comprehensive knowledge framework and solve complex engineering problems while simultaneously fostering innovative thinking and social responsibility.

Key words: The problem chain, The scenario line, The knowledge line, Problem-based learning, Teaching chemical thermodynamics and kinetics