有机岩石学教学改革与实践

Reform and Practice in the Teaching of Organic Petrology

摘要: 有机岩石学是一门通过显微镜技术，专门研究岩石中的有机物，以评价油气生成潜力和重建地质历史的关键地球科学分支。它是连接地质学与能源工业的重要桥梁。然而，其当前教学存在理论与石油地质学等相关学科交互薄弱、实验资源短缺且缺乏独立分析环节、考评方式单一等问题，制约专业人才培养质量。本文围绕上述问题提出针对性改革策略：在理论教学中拓展学科交叉，新增有机岩石学在非常规能源勘探的应用及分子有机岩石学前沿内容，构建多学科知识体系；在实验教学中补充仪器设备与标准样品，增加课时并设计“全流程自主实验”，覆盖样品预处理至报告撰写全环节，培养独立科研能力；创新构建“三维三阶·知行创融”评价体系，以理论知识、实验操作、创新实践为核心，实现能力进阶考评。实践显示，改革显著提升学生实验操作与综合分析能力，提高学习满意度及企业适配度。反思指出实验资源区域不均、学科交叉深度不足等问题，未来需通过“高校–企业–科研院所”协同平台、跨学科课程模块深化改革，为能源行业培养高素质专业人才。

Abstract: Organic petrology is a crucial sub-discipline of Earth sciences that utilizes microscopic techniques to study organic matter in rocks, serving as a vital bridge between fundamental geology and the energy industry by assessing hydrocarbon generation potential and reconstructing geological history. However, current teaching methodologies face significant challenges, including weak integration with related disciplines like petroleum geology, a shortage of experimental resources, a lack of independent analytical components, and a monotonous assessment system. These limitations constrain the quality of talent cultivation. Addressing these issues, this paper proposes targeted reform strategies. In theoretical instruction, we enhance interdisciplinary cross-fertilization by introducing new content on applications in unconventional energy exploration and the frontiers of molecular organic petrology, thereby constructing a comprehensive multi-disciplinary knowledge framework. For practical training, we supplement instrument availability and standard samples, increase instructional hours, and design a “hands-on, full-cycle experimental project” that encompasses the entire workflow from sample preparation to final report writing, fostering independent research capabilities. Furthermore, we innovate a “three-dimension three-stage · integration of knowledge, practice, and innovation” assessment model, focusing on theoretical knowledge, practical skills, and innovative application to achieve competency-progressive evaluation. Practical applications demonstrate that these reforms significantly improve students’ experimental proficiency and comprehensive analytical skills, leading to enhanced learning satisfaction and greater industry readiness. Reflections identify persistent issues such as regional disparities in laboratory resources and insufficient depth in interdisciplinary integration. Future efforts necessitate deepening reforms through collaborative “university-enterprise-research institute” platforms and the development of interdisciplinary course modules, aiming to cultivate high-quality, specialized talent for the evolving energy sector.