《工业分析》专业课“三融一驱”混合式教学模式探索与实践——以商洛学院应用化学专业为例

Exploration and Practice of the “Three Integrations and One Drive” Blended Teaching Model for the Professional Course “Industrial Analysis”—A Case Study of Applied Chemistry Major at Shangluo University

摘要: 本文针对应用型本科院校《工业分析》专业课教学中长期存在的教学内容与产业需求脱节、教学方法抑制学生能力发展、评价机制与培养目标偏离三大核心痛点，积极响应国家教育数字化与一流课程建设战略，系统构建并实践了“三融一驱”虚实融合混合式教学模式。研究以“数据驱动”为核心引擎，通过“虚实融资源”，建设了原理可视化、场景沉浸化、前沿动态化的教学资源库，破解了教学内容陈旧的瓶颈；通过“教学融模式”，创建了“线上(虚)–线下(实)–线上(虚)”闭环迭代、场景贯穿的深度学习路径，提升了教学效能；通过“校–企融评价”，构建了能力导向的多元化评价体系，实现了人才培养与产业需求的无缝对接。实践表明，该模式有效促进了理论知识的具象化理解、实践能力的场景化培养与创新思维的协同化发展，为同类工科专业课程的教学改革提供了可借鉴的系统化方案，有力支撑了区域产业导向的高素质应用型人才培养目标。

Abstract: This article addresses three core pain points that have long existed in the teaching of the professional course “Industrial Analysis” in application-oriented undergraduate colleges: the disconnection between teaching content and industry needs, teaching methods that inhibit student ability development, and evaluation mechanisms that deviate from training objectives. In response, the article actively responds to the national strategy for digital education and the construction of first-class courses, systematically constructing and practicing a “three integrations and one drive” blended teaching model that integrates virtual and real elements. The research takes “data-driven” as the core engine, and through “virtual-real integration resources”, it has built a teaching resource library featuring principle visualization, scene immersion, and frontier dynamization, breaking the bottleneck of outdated teaching content. Through the “teaching integration model”, it has created a deep learning path with a closed-loop iteration and scene penetration of “online (virtual) - offline (real) - online (virtual)”, enhancing teaching effectiveness. Through “school-enterprise integration evaluation”, it has constructed a diversified evaluation system oriented towards ability, achieving seamless docking between talent cultivation and industry needs. Practice has shown that this model effectively promotes the concrete understanding of theoretical knowledge, the scene-based cultivation of practical abilities, and the collaborative development of innovative thinking. It provides a systematic solution that can be referenced for teaching reforms in similar engineering courses, and strongly supports the goal of cultivating high-quality application-oriented talents oriented towards regional industries.