以古典诗词为情境载体的物理化学趣味教学改革探索

Exploration of Fun Teaching Reform in Physical Chemistry Using Classical Poetry as a Situational Carrier

摘要: 物理化学理论抽象、公式繁多、推导复杂，学生普遍存在畏学情绪，传统课堂偏重公式演算，缺少具象化情境，难以建立理论与自然现象的关联。中华古典诗词留存大量古人对自然的细致观测，是天然的趣味教学素材。本文选取四句代表性古诗作为核心情境，分别依托丁达尔效应与瑞利散射、表面张力与润湿理论、克劳修斯–克拉佩龙相变平衡、分子热扩散四大物理化学核心知识，构建“诗词激趣–原理深挖–应用拓展”三阶教学模式。教学依托诗文意象、理论公式与现实产业案例开展课堂讲授，配套线上学习通资源辅助课前预习，搭配侧重现象分析的全过程多元考核。一学年平行班教学实践表明，诗词情境教学能够显著提升课堂参与度与学生理论应用能力；问卷调查显示超九成学生认为诗词情境降低物理理解难度，学习兴趣明显提升。该教学模式为物理化学趣味教学和课程思政融合提供了新的实践思路。为降低教师在诗词筛选、科学辨析和跨学科教学设计方面的实施门槛，后续还需进一步开发标准化教学资源包，增强该模式的可操作性和推广价值。

Abstract: Physical chemistry involves abstract theories, complex formulas and tedious derivations, which makes most students fear learning. Traditional teaching focuses on formula calculation without concrete contexts, separating theories from natural phenomena. Classical Chinese poems record ancient people’s long-term observations of nature and serve as natural situational materials. Four typical poems are selected in this paper as core carriers, corresponding to four key physical chemistry theories: Tyndall effect & Rayleigh scattering, surface tension & wettability, Clausius-Clapeyron phase equilibrium, molecular thermal diffusion. A three-stage teaching framework is established: stimulating interest via poetry, in-depth analysis of principles, and expanding industrial applications. Teaching relies on poetic imagery, theoretical formulas and industrial cases, with online SPOC resources for preview and diversified evaluation focusing on phenomenon analysis. One-year parallel teaching practice proves that poetry-based situational teaching greatly improves classroom engagement and students’ ability to apply theories. Over 90% of students admit poems reduce learning difficulty and arouse their interest. This teaching model is easy to carry out, providing a replicable reform plan for interesting physical chemistry teaching and curriculum ideological and political education.