数字化赋能下“虚实融通，理实一体”教学模式重构

Reconstruction of the Teaching Model of “Virtual-Real Integration and Theory-Practice Unity” under Digital Empowerment

摘要: 工程教育数字化转型的核心任务在于重构教学模式的认知逻辑。矿物加工工程等应用型专业长期面临理论教学与实践训练脱节、微观认知与宏观应用断裂的结构性矛盾。本文以具身认知理论和建构主义学习观为基础，提出虚实融通、理实一体的教学模式，阐释虚拟场景与实体实践的互补嵌套逻辑以及理论讲授与实践操作的交替迭代机制，构建虚拟感知、理论推演、实验验证、工程应用的四阶递进教学框架。在此基础上提出以微观认知层为优先验证起点、智能设计层和工程映射层在条件成熟后逐步扩展的三级数字化支撑体系，以及双向反馈、多维协同的实施保障机制。该模式弥合感官局限与知识需求之间的鸿沟，贯通从分子机制到工业系统的跨尺度认知链条，为工程教育数字化转型提供参考。

Abstract: The core task of the digital transformation of engineering education lies in reconstructing the cognitive logic of the teaching model. Applied majors such as mineral processing engineering have long faced structural contradictions between theoretical teaching and practical training, and between microscopic cognition and macroscopic application. Based on embodied cognition theory and constructivist learning theory, this paper proposes a teaching model of virtual-real integration and theory-practice unity, elaborates the complementary and nested logic between virtual scenarios and physical practice as well as the alternating iteration mechanism between theoretical lecturing and practical operation, and constructs a four-stage progressive teaching framework of virtual perception, theoretical deduction, experimental verification and engineering application. On this basis, a three-tier digital support system is proposed, with the microscopic cognition layer serving as the initial point for proof of concept and the intelligent design and engineering mapping layers introduced when conditions are ready, together with implementation and safeguard mechanisms featuring two-way feedback and multi-dimensional collaboration. This model bridges the gap between sensory limitations and knowledge demands, connects the cross-scale cognitive chain from molecular mechanisms to industrial systems, and provides a reference for the digital transformation of engineering education.