本科化学教育中实验与理论交叉融合的路径探索

doi:10.12461/PKU.DXHX202606109

摘要/Abstract

摘要： 本科化学教育中实验与理论如何实现更深层次的交叉融合是一个值得关注的重要问题。自20世纪90年代以来，我国高校已逐步推进实验教学独立设课，并构建了“基础-综合-设计-创新”一体化的实验教学体系，实验教学在课程体系上已获得相对独立的地位。然而，在实验课程独立之后，如何进一步实现与理论课程在认知逻辑和知识应用上的深度融合，仍是当前教学改革中亟待解决的现实挑战。部分学生在实验操作中对相关理论原理的理解不够深入，或在掌握理论知识后缺乏将其应用于实验设计与问题解决的能力训练，形成了知识与能力之间的衔接不足。本文分析了这一问题的深层原因，梳理了国内外化学教育改革的有益经验与发展方向，并针对物理化学学科提出了促进实验与理论交叉融合的三条可行路径：在课程层面构建“理论-实验”协同互补的教学结构，在教学内容层面引入真实科研问题以促进知识整合，在教学方法层面探索“计算+实验”相结合的互补模式。研究表明，推动实验与理论的深度融合，不仅有助于教学方法的改进，更是实现化学教育范式转变的重要途径。这种融合能够将实验教学从基础技能训练提升为知识生成与科学探究能力培养的重要载体，从而为培养具有创新能力的化学人才奠定坚实基础。

关键词: 本科化学教育, 实验教学改革, 理论教学, 交叉融合, 探究性学习

Abstract: Achieving deeper cross-integration of experiment and theory in undergraduate chemistry education remains a significant issue worthy of attention. Since the 1990s, Chinese universities have progressively established laboratory teaching as an independent course and developed an integrated experimental teaching system spanning “basic–comprehensive–design–innovative” levels, thereby granting laboratory instruction a relatively independent position within the curriculum. However, once laboratory courses gained this independence, the question of how to further realize deep integration with theoretical courses—both in terms of cognitive logic and knowledge application—has emerged as a pressing challenge in ongoing teaching reforms. Some students demonstrate insufficient understanding of the relevant theoretical principles during experimental work, while others, despite mastering theoretical knowledge, lack adequate training in applying it to experimental design and problem-solving, resulting in a disconnect between knowledge acquisition and practical competence. This paper analyzes the underlying causes of this issue, reviews beneficial experiences and developmental trends in chemistry education reform both domestically and internationally, and proposes three feasible pathways to promote the cross-integration of experiment and theory, with a particular focus on physical chemistry: constructing a synergistic and complementary “theory–experiment” teaching structure at the curriculum level, incorporating authentic research problems to facilitate knowledge integration at the content level, and exploring a complementary “computation + experiment” model at the instructional method level. The study suggests that fostering deep integration between experiment and theory not only enhances teaching methodologies but also represents a crucial avenue for achieving a paradigm shift in chemistry education. Such integration can elevate laboratory teaching from basic skills training to a vital platform for knowledge generation and the cultivation of scientific inquiry abilities, thereby laying a solid foundation for nurturing innovative chemistry talents.

Key words: Undergraduate chemistry education, Laboratory teaching reform, Theoretical teaching, Cross-integration, Inquiry-based learning

周盼盼, 吴莉, 周霞, 王强. 本科化学教育中实验与理论交叉融合的路径探索[J]. 大学化学, 2026, (): 2606109.

Panpan Zhou, Li Wu, Xia Zhou, Qiang Wang. Exploring pathways for the cross-integration of experiment and theory in undergraduate chemistry education[J]. University Chemistry, 2026, (): 2606109.

链接本文: https://www.dxhx.pku.edu.cn/CN/10.12461/PKU.DXHX202606109

https://www.dxhx.pku.edu.cn/CN/Y2026/V/I/2606109

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