大学化学 >> 2026, Vol. 41 >> Issue (6): 425-433.doi: 10.12461/PKU.DXHX202601047

化学实验 上一篇    

以实践育人，以实境强技：仪器分析实验教学改革实践与探索

陈红云1,2, 李国然1,2, 刘阳2,3   

  1. 1 南开大学材料科学与工程学院, 天津 300350;
    2 化学国家级实验教学示范中心(南开大学), 天津 300371;
    3 南开大学化学学院, 天津 300371
  • 收稿日期:2026-01-14 录用日期:2026-03-11 发布日期:2026-06-18
  • 通讯作者: 李国然, 刘阳 E-mail:guoranli@nankai.edu.cn;yliu@nankai.edu.cn Guoran Li, Yang Liu
  • 基金资助:
    南开大学2024年本科教育教学改革(NKJG2024066)

Reform and exploration of instrumental analysis experiment: cultivating through practice, strengthening via realistic settings

Hongyun Chen1,2, Guoran Li1,2, Yang Liu2,3   

  1. 1 School of Materials Science and Engineering, Nankai University, Tianjin 300350, China;
    2 National Demonstration Center for Experimental Chemistry Education, Nankai University, Tianjin 300071, China;
    3 College of Chemistry, Nankai University, Tianjin 300071, China
  • Received:2026-01-14 Accepted:2026-03-11 Published:2026-06-18
  • Contact: Guoran Li, Yang Liu E-mail:guoranli@nankai.edu.cn;yliu@nankai.edu.cn

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摘要： 在化学、材料科学等前沿领域，定性定量分析技术已成为驱动学科发展和提升科研与工程实践水平的关键。仪器分析实验，正是培养学生掌握这门跨学科“通用语言”的核心环节。然而，传统仪器分析实验多侧重于原理认知与基础操作，与科研和工程实践存在显著差距，难以有效支撑实践型人才的培养目标。针对这一教学痛点，开展仪器分析实验的教学改革显得尤为重要，这是打破课堂教学与真实实践之间壁垒、系统构建两者有效衔接桥梁的关键。因此，本文以“实践育人”理念为指导，引入真实场景设计了一个开放探究型仪器分析实验项目——市售膳食补充剂中微量元素的测定。该实验内容包含引导式预习、开放式讨论、探究式实验三部分。实验重点聚焦谱线干扰的应对和方法可靠性的探究，使学生理解谱线选择和方法质量监控对于微量元素分析的重要性，培养学生设计并建立一个面向实际应用的、科学完整的电感耦合等离子体发射光谱(ICP-OES)检测流程。教学实践结果表明，贴近生活的实验对象和未知的实验结果，极大提高了学生的学习兴趣，同时也提高了学生的思考能力、表达能力和实践能力。

关键词: 实践育人, 仪器分析, 电感耦合等离子体发射光谱, 微量元素

Abstract: In the frontier fields of chemistry and materials science, qualitative and quantitative analytical techniques have become pivotal in propelling disciplinary advancement and elevating the caliber of scientific research and engineering practice. Instrumental analysis experiments serve as a core component in equipping students with this interdisciplinary “universal language”. However, conventional approaches predominantly focus on theoretical comprehension and rudimentary operations, creating a significant disconnect from real-world research and engineering applications, thereby limiting their effectiveness in supporting the development of practical, application-oriented talent. To address this pedagogical challenge, it is particularly important to carry out teaching reform in instrumental analysis experiments, as it serves as the key to bridging the gap between classroom instruction and real-world practice. Guided by the philosophy of “practice-oriented education”, this study introduces an open-ended, inquiry-driven instrumental analysis experiment: determination of trace elements in commercial dietary supplements. The experiment comprises three key components: guided pre-lab preparation, open discussion, and inquiry-based experimentation. Emphasizing spectral interference resolution and methodological reliability, it enables students to appreciate the criticality of spectral line selection and quality control in trace element analysis, while fostering their ability to design and implement a scientifically robust inductively coupled plasma optical emission spectrometry (ICP-OES) analytical workflow for practical applications. Teaching practice results demonstrate that employing real-life samples and addressing unexpected outcomes significantly enhance students’ engagement, while simultaneously improving their critical thinking, communication, and practical skills.

Key words: Practical-oriented education, Instrumental analysis, Inductively coupled plasma emission spectrum, Trace element