新工科创新教育视角下无机化学教学改革探索与实践

Exploration and Practice of Teaching Reform in Inorganic Chemistry from the Perspective of Emerging Engineering Innovation Education

摘要: 传统无机化学课堂存在教学模式单一、思政融入浅显等问题。为培养新工科背景下具有专业素养、创新能力与价值认同的复合型化学专业人才，本文基于无机化学教学现状和课程性质，围绕新工科视角下无机化学课程思政的教学改革目标，构建无机化学课程“人工智能 + 课程思政”双融合模式，设计“课前智能导学–课中知识传授–课后能力延展”三阶段教学改革实施路径，配套“多元主体、多维指标”的评价体系。以制药工程专业平行班为研究对象，对照实验结果显示，采用该模式的实验班期末理论考试平均分领先对照班，同时科技报国意识、环境责任认知等思政素养总均分领先，该模式实现知识、能力与价值协同引领，为新工科理工科基础课程智能化与思政融合教学提供参考。

Abstract: Traditional inorganic chemistry classrooms face challenges such as monotonous teaching modes and superficial integration of ideological and political education. To cultivate interdisciplinary chemical professionals with strong professional literacy, innovative capabilities, and value identity under the background of emerging engineering, this paper analyzes the current teaching situation and curriculum characteristics of inorganic chemistry. A dual-integration model combining “artificial intelligence + ideological and political education” is developed for inorganic chemistry, based on the teaching reform objectives of ideological and political education from the emerging engineering perspective. A three-stage implementation path for teaching reform is designed, including pre-class intelligent guidance, in-class knowledge delivery, and after-class competency development, supported by an evaluation system featuring multi-subject participation and multi-dimensional indicators. Using parallel classes of the Pharmaceutical Engineering major as research subjects, comparative experiments demonstrate that the experimental class adopting the proposed model achieves higher average scores on the final theoretical examination than the control class, as well as higher overall scores in ideological and political literacy, including awareness of serving the country through science and technology and environmental responsibility. This model realizes the collaborative guidance of knowledge, skills, and values, providing a reference for the intelligent and ideological-political integrated teaching of basic science and engineering courses within emerging engineering education.