科学家精神融入化学工程与工艺导论课程的教学探索

Pedagogical Exploration on Integrating the Spirit of Scientists into the Course Introduction to Chemical Engineering and Technology

摘要: 化学工程与工艺导论是化工专业新生的启蒙核心课程，承担着搭建专业认知、培育专业素养的重要育人功能。当前课程常规教学存在明显短板，普遍存在专业知识讲授与价值引领割裂、化工发展史教学与行业现实需求脱节、课堂教学形式单一、科学家精神育人渗透不足等问题，难以适配新时代化工专业立德树人的育人要求。为破解上述教学困境，本文依托案例教学、叙事教学、STS教育及工程伦理教育多重理论，探索构建“历史逻辑–人物故事–价值追问”三层递进的育人体系，将中国化工科学家精神有机融入课程教学。通过重构化工产业发展教学主线、植入本土化科研人物典型案例、设置思辨性价值研讨环节，并以金涌院士流态化技术攻关实践为具体教学载体，完成适配大一新生认知特点的模块化教学设计，同时搭建涵盖价值认知、伦理思辨、情感投入、表达参与的多维教学评价量规。该教学探索帮助新生系统建立专业认知框架，深刻理解化工学科的价值，厚植家国情怀与工程责任意识，激活专业学习内生动力。研究可为化工类专业入门课程的课程思政改革、科学化育人体系构建提供切实可行的实践参考。

Abstract: Introduction to Chemical Engineering and Technology serves as the core introductory course for freshmen majoring in chemical engineering, undertaking the vital educational mission of building professional cognition and cultivating professional literacy. Obvious drawbacks exist in its conventional teaching practice, including the divorce of professional knowledge delivery from value-oriented guidance, disconnection between the teaching history of chemical engineering and real-world industrial demands, monotonous classroom teaching forms, and insufficient infiltration of the spirit of scientists into teaching. These problems hinder the course from satisfying the requirement of fostering virtue through education for chemical engineering majors in the new era. To tackle the aforementioned teaching dilemmas, this work draws on multiple educational theories including case-based teaching, narrative teaching, Science-Technology-Society (STS) education and engineering ethics education. A three-tier progressive education system characterized by “historical logic-personal stories-value-driven inquiry” is proposed to organically integrate the spirit of Chinese chemical-engineering scientists into course instruction. We restructure the primary teaching thread revolving around chemical industry evolution, introduce typical cases of indigenous Chinese scientific figures, and set up speculative value-discussion sessions. Taking Academician Jin Yong’s research breakthroughs in fluidization technology as a concrete teaching carrier, we develop modular teaching design tailored to the cognitive features of first-year undergraduates. Meanwhile, a multi-dimensional teaching assessment rubric is constructed, covering four dimensions: value perception, ethical critical thinking, emotional engagement and expressive participation. This teaching practice enables freshmen to systematically establish their professional cognitive framework, deeply recognize the value of chemical engineering discipline, foster solid patriotism and awareness of engineering responsibility, and stimulate intrinsic motivation for academic learning. This research can provide practical and feasible references for the curriculum-based ideological-political reform and the construction of systematic education systems for introductory courses of chemical-related majors.