大学化学

上一篇    下一篇

基于成果导向教育理念的中级无机化学课程改革尝试

杨栋, 彭怡, 白莎, 崔斌, 唐宗薰   

  1. 西北大学化学与材料科学学院，陕西 西安 710127
  • 收稿日期:2026-06-02 录用日期:2026-06-22
  • 通讯作者: 杨栋, 崔斌 E-mail:yangdong@nwu.edu.cn;cuibin@nwu.edu.cn Dong Yang, Bin Cui
  • 基金资助:
    陕西省师德师风建设基地(西北大学)研究课题(XD2024SD10)

An attempt to reform the intermediate inorganic chemistry course based on the outcome-based education concept

Dong Yang, Yi Peng, Sha Bai, Bin Cui, Zongxun Tang   

  1. College of Chemistry and Materials Science, Northwest University, Xi’an 710127, Shaanxi Province, China
  • Received:2026-06-02 Accepted:2026-06-22
  • Contact: Dong Yang, Bin Cui E-mail:yangdong@nwu.edu.cn;cuibin@nwu.edu.cn

PDF

48

赞

摘要： 针对传统中级无机化学课程存在的问题，西北大学基于成果导向教育(OBE)理念，对课程教学体系进行了系统重构。改革以“学生中心、产出导向和持续改进”为核心，构建了“概论-专题-总结”的教学模式。在概论部分梳理学科脉络与核心框架，在专题教学中聚焦晶格能、元素电势图、价层电子对互斥理论(VSEPR)、无机结构化学等核心主题，系统融入软硬酸碱理论、超分子化学、纳米材料等学科前沿内容。课程同步引入智慧化教学手段，依托AI工具箱实现智能出题、个性化学习路径推荐与学习过程动态追踪；通过课堂提问、项目报告、阶段性测试等多元过程性评价，全面强化学生运用热力学、结构化学等理论知识解决复杂无机化学问题的综合能力。该改革实践为无机化学课程建设提供了有益借鉴，并有效支撑了国家级一流专业的建设。

关键词: 成果导向教育, 中级无机化学, 教学改革

Abstract: To address the limitations of traditional Intermediate Inorganic Chemistry instruction, Northwest University has implemented a systematic course restructuring guided by the Outcome-Based Education (OBE) framework. The reform centers on three core principles: student-centered learning, outcome orientation, and continuous improvement, adopting a three-phase teaching model comprising “overview-thematic modules-summary”. The overview section establishes the disciplinary context and fundamental framework, while thematic modules emphasize key concepts including lattice energy, Latimer diagrams, Valence Shell Electron Pair Repulsion (VSEPR) theory, and inorganic structural chemistry. Contemporary advancements such as the Hard-Soft Acid-Base (HSAB) theory, supramolecular chemistry, and nanomaterials are systematically integrated throughout the curriculum. The course incorporates intelligent teaching tools through an AI-powered platform that facilitates automated question generation, personalized learning pathways, and real-time progress monitoring. A multifaceted assessment approach—combining classroom discussions, project reports, and periodic evaluations—effectively enhances students' ability to apply thermodynamic and structural chemistry principles to solve complex inorganic chemistry problems. This reform initiative offers valuable insights for inorganic chemistry curriculum development and significantly contributes to building a nationally recognized first-class undergraduate program.

Key words: Outcome-based education, Intermediate Inorganic Chemistry, Teaching reform