中高本贯通化学课程教学设计实践研究——以北京农业职业学院为例

Research on the Teaching Design and Practice of Chemistry Courses in the Secondary-Higher-Vocational-Undergraduate Integration Program—A Case Study of Beijing Vocational College of Agriculture

摘要: 中高本贯通培养模式为职业教育人才培养提供了连续路径，化学作为多专业核心基础课程，面临学情适配不足、课程衔接脱节、评价体系分离等问题。本研究立足学生形象思维主导、知识应用能力薄弱的学情特征，针对各学段教学内容重复与断层、评价标准不统一等痛点，基于杜威“做中学”、建构主义等理论，构建“生活–岗位双驱动”的“双向五步”教学模式。该模式以“知识来源–应用”闭环为核心，通过“导入–探究–应用–检测–总结”五环节递进实施，融入科学探究流程与思政教育，实现知识、职业能力、科学素养三维目标协同落地。以“酸碱滴定实验”为实践载体，按中职侧重规范操作与基础应用、高职聚焦原理应用与问题解决、本科突出创新设计与科研思维的梯度，完成各学段知识–能力–素养的贯通衔接。同时构建过程性评价与终结性评价结合、多元主体参与的贯通式评价体系，保障育人效果。通过前后测对比、问卷调研、访谈等实证研究表明，该模式提升了学生的化学知识应用能力、职业素养与科学思维，为中高本贯通化学课程教学提供了可行范式，但仍需在更大范围、更长周期内验证普适性。

Abstract: The secondary-higher-vocational-undergraduate integration training model provides a continuous path for talent cultivation in vocational education. As a core basic course for multiple majors, chemistry faces problems such as inadequate adaptation to students’ learning situation, disjointed curriculum connection, and separated evaluation systems. Based on the characteristics of students dominated by imaginal thinking and weak knowledge application abilities, and aiming at the pain points such as repeated and disconnected teaching content and inconsistent evaluation standards in different academic stages, this study constructs a “two-way five-step” teaching model driven by “life and job demands” based on Dewey’s “learning by doing” and constructivism. With the closed loop of “knowledge source-application” as the core, the model is implemented progressively through five links: “introduction-inquiry-application-detection-summary”, integrating scientific inquiry processes and ideological and political education to realize the coordinated achievement of three-dimensional goals of knowledge, vocational ability and scientific literacy. Taking the “acid-base titration experiment” as the practical carrier, the connection of each academic stage is completed according to the gradient where secondary vocational education focuses on standardized operations and basic applications, higher vocational education emphasizes principle application and problem-solving, and undergraduate education highlights innovative design and scientific research thinking. Meanwhile, an integrated evaluation system combining process evaluation and summative evaluation with the participation of multiple subjects is constructed. Empirical studies through pre-test and post-test comparison, questionnaire survey and interviews show that this model has significantly improved students’ chemical knowledge application ability, providing a feasible paradigm for chemistry teaching in the secondary-higher-vocational-undergraduate integration program. However, its universality needs to be verified in a wider range and longer cycle.