提升《能源与环境》本科生课程教学质量的几点建议

Suggestions for Improving the Teaching Quality of the Undergraduate Course “Energy and Environment”

摘要: 随着全球能源与环境问题的日益凸显，实现“双碳”战略目标被确立为国家未来发展的重要方向，培养具备能源与环境领域专业知识和实践能力的人才已成为当务之急。然而，受就业前景、社会需求变化及教学模式等因素影响，环境类专业及其相关课程面临学生选课意愿持续走低的困境，导致多数学生在该领域知识储备不足，与国家战略发展需求形成明显脱节。为促进环境类专业的可持续发展，本研究以武汉大学《能源与环境》本科生课程为研究对象，通过实证分析与问卷调查相结合的方法，系统梳理出教学内容单一化、重知识灌输轻思维培养、教学方法创新不足、师生互动缺失，以及实践教学与跨学科融合薄弱等突出问题。基于研究发现，文章从课程体系重构、教学方法革新、实践平台利用、评价机制优化和师资能力提升五个维度出发，系统性地提出教学改革建议，旨在通过高等教育课程创新提升人才培养质量，为服务国家“双碳”战略需求提供有效支撑。

Abstract: With the increasing significance of global energy and environmental challenges, the attainment of the “dual carbon” goal has emerged as a strategic priority for the future of the nation. The cultivation of talent equipped with both theoretical knowledge and practical skills in the domains of energy and the environment has become imperative. However, various factors, including students’ personal preferences, societal attitudes, and pedagogical approaches, have contributed to a notable decline in the popularity of environmental majors and related courses among the student population. As a result, a considerable number of students exhibit a limited understanding of the energy and environmental sectors, which is incongruent with the direction of government. To promote the healthy and sustainable advancement of environmental-related majors, this article investigates the undergraduate course “Energy and Environment” offered by Wuhan University. Through empirical research and the administration of questionnaires, significant issues within the teaching process have been identified, including restricted teaching content, excessive reliance on textbooks that undermines critical thinking exercises, outdated pedagogical methods, insufficient interaction between educators and students, inadequate opportunities for extracurricular practice, and a lack of interdisciplinary integration. In response to these challenges, this article proposes several recommendations across five key areas: curriculum content, teaching methodologies, teaching practices, curriculum design and evaluation methods, and faculty development. The objective is to improve the quality of talent training through innovation in higher education courses, providing effective support for meeting the national “dual carbon” strategic needs.