“1 + 3 + 2”指导下化工专业课程“四新”生态的构建与实践

Building and Implementing a “Four New” Ecology in Chemical Engineering Curricula under the Guidance of the “1 + 3 + 2” Framework

摘要: 针对化工新工科建设中“四新”(新技术、新工艺、新材料、新业态)育人目标落地难的痛点，辽宁科技大学基于应用型办学定位，创新提出“1 + 3 + 2”教育教学理念(1个品德、3类知识、2种能力)。为解决教学改革维度界定模糊的问题，本文将国家战略“四新”转化为教学实施层面的“新框架、新场景、新连接、新生态”四维路径，并厘清了其与“1 + 3 + 2”的逻辑映射关系。通过重构“物理–实践–社会”立体框架、创设虚实共生教学场景、建立数据驱动精准连接、构筑非标考核生态，实现了课程边界的拓展与育人效能的提升。实践表明，该模式显著增强了学生的工程伦理认知(提升近50%)与自我效能感，验证了“1 + 3 + 2”理念指导课程“四新”生态构建的可行性与有效性。

Abstract: Addressing the challenge of implementing the educational objectives of the “Four New” (new technologies, new processes, new materials, and new business models) in the construction of chemical new engineering disciplines, the University of Science and Technology Liaoning, based on its application-oriented orientation, innovatively proposes the “1 + 3 + 2” educational philosophy (one core virtue, three categories of knowledge, and two types of capabilities). To resolve the ambiguity in defining dimensions of teaching reform, this study translates the national strategic “Four New” initiative into a four-dimensional instructional pathway at the implementation level: “new framework, new scenarios, new connections, and new ecology”. It further clarifies the logical mapping between these pathways and the “1 + 3 + 2” philosophy. By reconstructing a three-dimensional “physical-practical-social” framework, creating a virtual-real symbiotic teaching environment, establishing data-driven precision connections, and constructing a non-standardized assessment ecosystem, the curriculum boundaries have been expanded and educational efficacy enhanced. Practical results demonstrate that this model significantly improves students’ engineering ethics awareness (by nearly 50%) and self-efficacy, thereby validating the feasibility and effectiveness of guiding the construction of a “Four New” curricular ecology with the “1 + 3 + 2” philosophy.