跨越认知断层：基于学生认知视角的MOFs材料教学问题与重构策略

Bridging the Cognitive Gap: Problems and Restructuring Strategies in Teaching MOFs from the Perspective of Student Cognition

摘要: MOFs材料融入本科《材料化学》课程，对弥补传统教材短板、培养学生“结构–性能–应用”系统思维意义重大。但MOFs的多学科复杂性与学生认知基础之间存在显著矛盾，教学中普遍出现认知起点错位、抽象概念固化、逻辑链条断裂及实践认知片面等问题。本文基于“感知–理解–应用–迁移”认知规律，提出锚定认知起点、可视化具象化、问题驱动重构逻辑、虚实结合实践等策略。教学对照实验表明，实验班在知识掌握、逻辑关联与实践创新方面显著优于对照班，其中可视化与问题驱动策略对“理解”和“应用”提升尤为显著，虚实结合实践对“创新”能力的影响相对滞后。该策略为前沿材料融入本科教学提供了基于学生认知视角的可借鉴范式。

Abstract: Integrating Metal-Organic Frameworks (MOFs) into the undergraduate Materials Chemistry course is of great significance for addressing the limitations of traditional textbooks and cultivating students’ “structure-property-application” systems thinking. However, a notable tension exists between the multidisciplinary complexity of MOFs and students’ cognitive readiness, leading to common instructional challenges such as misaligned cognitive starting points, reinforcement of abstract concepts, fragmented logical reasoning, and incomplete hands-on understanding. Grounded in the cognitive progression of “perception-comprehension-application-transfer,” this paper proposes targeted strategies: anchoring cognitive entry points, visualization and concretization of abstract ideas, problem-driven logical reconstruction, and practice through virtual-real integration. A controlled teaching experiment demonstrates that the experimental class significantly outperformed the control class in knowledge acquisition, logical reasoning, and practical innovation, with visualization and problem-driven strategies contributing most notably to improvements in “comprehension” and “application.” The effect of virtual-real integrated practice on “innovation” ability was comparatively delayed. This study provides a student-cognition-based reference paradigm for integrating cutting-edge materials into undergraduate teaching.