“化工原理”课程教学改革探索与实践——以辽宁科技大学材料与冶金学院材料化学专业为例

Exploration and Practice of the Teaching Reform of “Principles of Chemical Engineering” Course—Taking the Material Chemistry Major in the School of Materials and Metallurgy, University of Science and Technology Liaoning as an Example

摘要: 基于“新工科”建设背景下对材料化学专业人才工程能力的培养要求，本文针对《化工原理》课程理论性强、工程实践结合紧密等特点，探索并构建了“理论夯实–工程模拟–产业实践”三位一体的教学改革模式。通过引入区域冶金与材料产业的典型生产案例(如锂离子电池电极材料处理中的流体输送与干燥过程)，创新应用“案例驱动与任务导向”的教学方法，将复杂的“三传一反”理论与实际工业问题深度融合。同时，依托数字化教学平台与虚拟仿真技术，强化线上线下混合式学习，并将绿色化工、职业道德及大国工匠精神等思政元素有机融入教学全过程。实践结果表明，改革后学生解决复杂工程问题的综合能力评价得分提升了24.3%，课程设计的设计型计算合格率显著提高。对教改前后成绩进行独立样本t检验，结果显示p < 0.05，具有显著性差异，有效实现了从专业知识学习向工程思维培养的转变。该教学模式为地方高校材料类专业基础课的教改提供了实践参考。

Abstract: Based on the background of “New Engineering Education” construction and the requirements for cultivating engineering capabilities of Material Chemistry majors, this paper explores and constructs a trinity teaching reform mode of “Theoretical Consolidation-Engineering Simulation-Industrial Practice” for the “Principles of Chemical Engineering” course. By introducing typical production cases from the regional metallurgy and materials industry (such as fluid transport and drying processes in the treatment of lithium-ion battery electrode materials), and innovatively applying “Case-Driven and Task-Oriented” teaching methods, complex chemical engineering theories are deeply integrated with practical industrial problems. Meanwhile, relying on digital teaching platforms and virtual simulation technology, online-offline blended learning is strengthened, and ideological elements such as green chemical industry, professional ethics, and craftsmanship spirit are organically integrated into the whole teaching process. Practical results show that after the reform, students’ evaluation scores for solving complex engineering problems increased by 24.3%, and the passing rate of design-oriented calculations in course projects significantly improved. An independent samples t-test was conducted on the scores before and after the teaching reform, and the results showed a significant difference (p < 0.05), effectively realizing the transformation from professional knowledge learning to engineering thinking cultivation. This mode provides practical referable experience for the teaching reform of professional foundation courses for material majors in local colleges.