AI在本科化学类课程中的应用与思考

Applications and Reflections of Artificial Intelligence in Undergraduate Chemistry Courses

摘要: 在人工智能(AI)与教育数字化技术快速发展的时代背景下，AI与本科化学类课程的融合正在驱动传统教学模式深刻转型。传统本科化学教学存在教学模式固化、学情把控滞后、实践教学限制多、个性化育人不足等问题。化学类课程是化工专业学生必修的核心课程群，也是很多其他理工专业的基础课程，具备抽象概念多、逻辑性强、实验操作性要求高等特点。人工智能凭借大语言模型处理、智能仿真、数据分析等技术优势，正逐渐融入本科化学理论教学、实践环节、考核评价等全教学流程。本文系统梳理了人工智能在化学类课程中的应用场景，结合近年来多所高校改革实践的数据，揭示AI技术在提升教学效率、促进个性化学习和强调实操能力方面的显著成效。同时，剖析当前AI赋能化学教育现存技术局限、学生思辨能力弱化、数据安全风险、教学评价体系不完善、教师能力不足等问题，并提出针对性优化改进建议，旨在为高校化学类课程教学改革提供参考，助力复合型化学专业人才培养。

Abstract: Against the backdrop of the rapid development of artificial intelligence (AI) and digital educational technologies, the integration of AI with undergraduate chemistry courses is driving a profound transformation of traditional teaching models. Traditional undergraduate chemistry teaching is plagued by rigid teaching modes, delayed learning situation monitoring, numerous constraints in practical teaching, and insufficient personalized education. Chemistry-related courses form a core compulsory curriculum for chemical engineering majors, and also serve as fundamental courses for many other science and engineering disciplines. They feature numerous abstract concepts, rigorous logical reasoning and high requirements for experimental operation skills. Leveraging technical advantages such as large language model processing, intelligent simulation and data analysis, artificial intelligence is gradually integrated into the entire teaching process of undergraduate chemistry, including theoretical teaching, practical sessions and assessment evaluation. This paper systematically sorts out the application scenarios of artificial intelligence in chemistry courses. Combined with the reform practice data of many universities in recent years, it reveals the remarkable effects of AI technology in improving teaching efficiency, facilitating personalized learning and emphasizing practical operational capabilities. Meanwhile, this study analyzes the existing problems in AI-enabled chemistry education, including technical limitations, weakened students’ critical thinking ability, data security risks, imperfect teaching evaluation systems and insufficient teachers’ professional competencies. Targeted optimization and improvement strategies are accordingly proposed, aiming to provide references for the teaching reform of chemistry courses in universities and facilitate the cultivation of interdisciplinary professional talents in chemistry.