“异常现象”的课程思政价值挖掘与实践——以无机及分析化学实验为例

Value Exploration and Practice of Curriculum-Based Ideological and Political Education via “Abnormal Phenomena”—Cases Study of Inorganic and Analytical Chemistry Experiment

摘要: 无机及分析化学实验是现代化学类专业的重要基础实验课程。实验过程中出现的“异常现象”(包括现象异常、数据异常和结果异常)不仅是学生科学素养培养的教学契机，更是课程思政的天然优质载体。本文在分析“异常现象”类型与成因的基础上，基于皮亚杰认知冲突理论与波普尔证伪主义思想，揭示了“异常现象”所蕴含的实事求是的科学态度、严谨求实的工匠精神、批判质疑的创新思维和诚实守信的学术品格四重思政价值。以“碘量法测定铜含量”“粗食盐提纯”“双指示剂法测定混合碱”三个典型实验为载体，构建了“捕捉异常–归因分析–价值引导–反思内化”四步教学路径。通过准实验研究设计(设置前测以确保实验班与对照班可比性)，结合结构化课堂观察量表、原始记录本与实验报告比对等多元评估工具，通过一学年的教学实践，学生面对异常现象时主动探究的比例从改革前的23.4%提升至81.7%，实验报告数据涂改率从26.8%降至8.3%，实现了知识传授、能力培养与价值引领的有机统一。本文还系统分析了该模式对教师能力的要求、时间成本及引导与开放探究之间的平衡等局限性与挑战，以期为化学类实验课程的思政建设提供新的切入视角。

Abstract: Inorganic and Analytical Chemistry Experiment is a foundational experimental course for modern chemistry majors. The “anomalous phenomena” encountered during experiments—including anomalous observations, anomalous data, and anomalous results—not only serve as pedagogical opportunities for cultivating students’ scientific literacy but also represent inherently high-quality vehicles for curriculum-based value education (curriculum ideological and political education). Based on a systematic analysis of the types and causes of anomalous phenomena, and drawing upon Piaget’s theory of cognitive conflict and Popper’s falsificationism, this paper identifies four dimensions of value embedded in anomalous phenomena: the scientific attitude of seeking truth from facts, the craftsman spirit of rigor and precision, the innovative thinking characterized by critical questioning, and the academic integrity of honesty and trustworthiness. Using three representative experiments—“Determination of Copper Content by Iodometry”, “Purification of Crude Sodium Chloride” and “Determination of Mixed Alkalis by Double-Indicator Method”—as illustrative cases, we construct a four-step instructional pathway: “anomaly capture - causal attribution - value guidance - reflective internalization”. Through a quasi-experimental design (with pretests to ensure comparability between the experimental and control groups), and employing multiple assessment tools including structured classroom observation scales, cross-comparison of original laboratory notebooks and experimental reports, we implemented a one-academic-year teaching practice. Results show that the proportion of students actively exploring anomalous phenomena increased from 23.4% before the reform to 81.7%, while the rate of data alteration in experimental reports decreased from 26.8% to 8.3%, achieving an organic integration of knowledge transmission, competency development, and value orientation. The paper also systematically discusses the limitations and challenges of this model, including enhanced demands on instructors’ competencies, time costs, and the balance between guided instruction and open-ended inquiry, with the aim of providing a new perspective for integrating value education into chemistry laboratory courses.