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专业认证视域下的“能源化工概论”课程建设与改革研究

李家源, 黄珊, 张涛, 闫毅   

  1. 西北工业大学化学与化工学院, 陕西 西安 710072
  • 收稿日期:2026-04-20 录用日期:2026-05-09
  • 通讯作者: 李家源, 张涛, 闫毅 E-mail:yanyi@nwpu.edu.cn (闫毅); jiayuanli@nwpu.edu.cn (李家源); tzhang1991@nwpu.edu.cn Jiayuan Li, Tao Zhang, Yi Yan
  • 基金资助:
    2026年陕西省教育厅本科和高等继续教育教学改革研究项目(25BY035)；国家自然科学基金(22501222)；陕西省自然科学基础研究计划(2025JC-YBQN-151)；西北工业大学教育教学改革研究项目(2025JGZY33, 2025JGY36, 2026JGZ044)；陕西省博士后科研项目(20258SHSDZZ098)；2025年校级本科课程建设项目

Research on curriculum construction and reform of “introduction to energy chemical engineering” from the perspective of professional certification

Jiayuan Li, Shan Huang, Tao Zhang, Yi Yan   

  1. School of Chemistry and Chemical Engineering, Northwestern Polytechnical University, Xi'an 710072, Shaanxi Province, China
  • Received:2026-04-20 Accepted:2026-05-09
  • Contact: Jiayuan Li, Tao Zhang, Yi Yan E-mail:yanyi@nwpu.edu.cn (闫毅); jiayuanli@nwpu.edu.cn (李家源); tzhang1991@nwpu.edu.cn

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摘要： 工程教育专业认证背景下，构建既符合毕业要求又体现办学特色的课程体系，是提升人才培养质量的关键。本研究遵循OBE (Outcome-Based Education)理念，以西北工业大学“三航”特色与国防使命为依托，对“能源化工概论”课程实施系统改革：首先将毕业要求分解为二级指标点，确立知识整合、工程分析、价值塑造3个课程目标；进而重构六大模块化教学内容，融入思政元素，构建“四阶递进”教学模式；同时建立与目标精准映射的多元评价体系。两轮教学实践表明，实验班(n = 31)各课程目标达成度均显著优于对照班(n = 43)，其中价值塑造与工程分析能力分别提升26.1%和21.4%。学生反馈证实其专业使命感、国防认同感及高阶思维能力有效提升。本研究提出的“认证引领、特色融入、评价驱动”模式，为同类院校课程改革提供了可操作的实践路径。

关键词: 工程教育专业认证, 课程建设, 课程目标达成度, 能源化工概论, 教学改革, 三航特色

Abstract: In the context of engineering education accreditation, developing a curriculum system that aligns with graduation requirements while reflecting institutional characteristics is crucial for improving talent cultivation quality. Guided by the OBE (Outcome-Based Education) concept and leveraging Northwestern Polytechnical University’s distinctive “Three Aviation” features and national defense mission, this study implemented systematic reforms in the “Introduction to Energy Chemical Engineering” course. The reform process involved: (1) decomposing graduation requirements into secondary indicators to establish three course objectives (knowledge integration, engineering analysis, and value shaping); (2) restructuring teaching content into six modular components incorporating ideological elements; (3) developing a four-stage progressive teaching model; and (4) establishing a diversified evaluation system precisely mapped to the objectives. Two rounds of teaching practice demonstrated that the experimental class (n = 31) significantly outperformed the control class (n = 43) in all objective attainment metrics, with particularly notable improvements in value shaping (26.1%) and engineering analysis capabilities (21.4%). Student feedback confirmed enhanced professional commitment, national defense identity, and higher-order thinking skills. The proposed “certification-guided, characteristic-integrated, evaluation-driven” model provides an implementable pathway for curriculum reform in similar institutions.

Key words: Engineering education professional certification, Curriculum construction, Course objective attainment, Introduction to energy chemical engineering, Teaching reform, Three aviation characteristics