高等学校化学教育中课程体系创新的理论与实践研究

Theoretical and Practical Research on Innovation in the Chemistry Curriculum System in Higher Education

摘要: 本文讨论了高等学校化学教育课程体系创新的理论与实践路径。研究立足高等教育从“以教为中心”向“以学为中心”的范式转型，提出以学生为中心、化学学科核心素养培养为核心理念的改革框架，强调通过OBE成果导向教育理念实现“知识–能力–素养”三位一体的培养目标具体化与可视化。在实践层面，指出课程内容重构需着重三方面：对已有课程进行精简整合与前沿领域更新，开发跨学科与科研前沿课程以打破学科壁垒，推动科研成果向教学实验项目转化以实现科研教学深度融合。通过剖析兰州大学“厚基础、宽口径、重实践”体系、四川大学“实验班”导师制个性化培养、湖南大学基于知识图谱的AI智慧教学模式、美国UCLA模块化课程与科研实践等典型案例，揭示了差异化培养、早期科研训练、国际化视野及信息技术赋能的共性经验。为保障改革成效，需构建“全过程考核、非标准答案考试、多维度综合评价”的多元化评价体系，并积极探索人工智能与大数据技术在个性化学习诊断、虚拟仿真实验及教学评价中的应用前景，为培养新时代创新型化学人才提供系统化解决方案。

Abstract: This study systematically explores the theoretical framework and practical pathways for curriculum system innovation in higher education chemistry. Grounded in the change from “teaching-centered” to “learning-centered” education, it proposes a reform framework centered on student-oriented education and the cultivation of core competencies in chemistry, emphasizing the visualization and concretization of the “knowledge-ability-competency” trinity through the OBE (Outcome-Based Education) philosophy. At the practical level, the study identifies three key aspects of curriculum content reconstruction: streamlining and integrating existing courses while updating frontier content, developing interdisciplinary and cutting-edge courses to break disciplinary barriers, and transforming scientific research achievements into experimental teaching projects to achieve deep integration of research and teaching. Through analysis of typical cases including Lanzhou University’s “solid foundation, broad scope, practice-oriented, and innovation-driven” system, Sichuan University’s “experimental class” tutorial system for personalized cultivation, Hunan University’s AI-powered smart teaching model based on knowledge graphs, and UCLA’s modular curriculum combined with research practice, the study reveals common experiences in differentiated cultivation, early-stage research training, international perspectives, and information technology empowerment. To ensure reform effectiveness, it is necessary to construct a diversified evaluation system featuring “whole-process assessment, non-standard answer examinations, and multi-dimensional comprehensive evaluation”, while actively exploring the application prospects of artificial intelligence and big data technology in personalized learning diagnosis, virtual simulation experiments, and teaching evaluation, thereby providing a systematic solution for cultivating innovative chemistry talents in the new era.