从“碎片化讲授”到“框架牵引式教学”：《化工原理》课程框架式教学重构研究

From “Fragmented Teaching” to “Framework-Based Teaching”: Research on the Reconstruction of Framework-Based Teaching for the Course “Principles of Chemical Engineering”

摘要: 在“新工科”背景下，对于学生工程问题解决能力及工程思维培养的要求日益凸显。《化工原理》作为化工专业的核心桥梁课程，其教学效果直接影响学生工程能力的培养。针对当前教学中存在的知识碎片化、理论与实践脱节等问题，本研究提出并构建了一种“框架式教学”模式。该模式以核心工程原理为轴线，为学生构建系统化的知识网络框架，旨在引导其形成“联系思维”与“平衡思维”。本文在综述相关教育理论的基础上，界定了“知识网络框架”的内涵与价值，详细展示了在流体流动、传热、吸收、精馏等核心章节的框架构建与应用，并通过一个综合性工程案例阐述了该模式的动态实施过程。同时，文章客观分析了模式实施可能面临的挑战并提出了对策，以期为新工科背景下的课程教学改革提供一种系统化、可操作的路径。

Abstract: Under the background of “New Engineering Disciplines Development”, the requirements for cultivating students’ engineering problem-solving abilities and engineering thinking have become increasingly prominent. As a core bridging course for chemical engineering, the teaching effect of “Principles of Chemical Engineering” directly affects the cultivation of students’ engineering capabilities. In response to the current problems in teaching, such as fragmented knowledge and the disconnection between theory and practice, this study proposes and constructs a “framework-based teaching” model. This model takes core engineering principles as the axis to build a systematic knowledge network framework for students, aiming to guide them to form “connection thinking” and “balance thinking”. Based on a review of relevant educational theories, this paper defines the connotation and value of the “knowledge network framework”, and elaborates on the framework construction and application in core chapters such as fluid flow, heat transfer, absorption, and distillation. It also explains the dynamic implementation process of this model through a comprehensive engineering case. At the same time, the article objectively analyzes the possible challenges in the implementation of the model and proposes countermeasures, with the aim of providing a systematic and operational path for the teaching reform of courses under the background of new engineering.