高分子材料课程中学生批判性思维的培养是该课程思政建设的重要内容之一。本文结合高分子材料学科特点,以学生日常听闻的化学谣言为特色思政教学切入点,就课程思政素材挖掘、教学实践进行了示例说明,将对高分子材料课程思政建设提供有益的实践参考。The cultivation of students’ critical thinking in the course of Polymer Materials is one of the important contents of the ideological and political education of this course. Combined with the characteristics of the discipline of Polymer Materials, this paper takes the common chemical rumors as a characteristic ideological and political education breakthrough point, and demonstrates the mining of ideological and political teaching materials and teaching practice. It will provide a useful practical reference for the ideological and political education of the Polymer Materials course.
《有机化学》不仅是化学化工专业的必修课,也是生物学、医学、药学、农学等相关专业的必修课。如何提高公共有机化学的教学质量,一直是从教者孜孜不倦探索的课题。以农学《有机化学》为例,该课程面临着学时少、内容多、学生的基础参差不齐等现状,为满足学生和专业培养双重需求,我们提出了三阶递进式培养目标,调整了课程教学内容,采用模块助学、启发式引导、混合教学模式和设置课下习题训练环节等多种方式来提高教学质量。从期末考试来看,教学改革初见成效,今后我们将持续不断地进行教学改革,期望取得越来越好的效果。Organic Chemistry is a required course not only for chemical engineering students but also for students in related fields, such as biology, medicine, pharmacy, and agriculture. Improving the teaching quality of public organic chemistry has always been a topic for teachers. Taking the agricultural major’s Organic Chemistry course at Jilin University as an example, it faces particular challenges such as limited class hours, extensive content, and students with different foundations. In order to meet the dual needs of students and professional training, we have proposed a three-stage progressing mode of the teaching objectives, adjusted the course content, and employed various methods, such as modular assistance, heuristic guidance, blended teaching models, and the inclusion of post-class exercise to enhance teaching quality. From the final grades, the initial results of the teaching reform are promising. We will continue to explore teaching reforms and expect to achieve better outcomes.
创新是发展的第一动力,培养创新型人才是建设创新型国家的关键。批判性思维作为创新思维的核心,在培养创新型人才方面具有重要意义。专业课程不仅是传授学生知识的载体,更是培养学生批判性思维的重要平台。本文以仪器分析课程为例,探讨批判性思维培养的策略与教学实践方法。通过引入化学谣言案例、邮票、食品化学等多角度素材,构建“课前预习–课中互动–课后拓展”三阶段教学模式,引导学生独立思考、理性分析、质疑假设、评估证据,并做出合理判断。实践表明,该教学模式不仅能帮助学生更好地掌握仪器分析专业知识,还能有效提升学生的批判性思维能力,为其成为创新型人才奠定基础。As the core of innovative thinking, critical thinking is of great significance in cultivating innovative talents. Professional courses are not only the carriers for imparting knowledge to students but also an important platform for cultivating students’ critical thinking. Taking the Instrumental Analysis course as an example, this paper explores the strategies and teaching practice methods for cultivating critical thinking. By introducing multi-perspective materials such as chemical rumors, stamps, and food chemistry, a three-stage teaching model of “pre-class preview, in-class interaction, after-class expansion” is constructed to guide students to think independently, analyze rationally, question assumptions, evaluate evidence, and make reasonable judgments. Practice has shown that this teaching model can not only help students better master the professional knowledge of instrumental analysis but also effectively improve students’ critical thinking ability, laying a foundation for them to become innovative talents.
在人工智能时代,以ChatGPT为代表的生成式人工智能(GenAI)工具正逐步融入教育教学领域,展现出巨大的应用潜力。然而,GenAI在实际应用中仍面临答案准确性不够、真实性难以保证以及算法文化偏见等问题,这就需要使用者具有很强的批判性思维能力,能够理性分析信息和筛选有效信息。基于此,本文在有机化学课程教学实践中,将GenAI融入课程教学体系,构建了“教师–学生–AI助教”双师模式与“课前–课中–课后”混合式教学模式。通过人工智能技术赋能教学,在实现知识高效传授的同时,强化培养学生的批判性思维能力,进而全面提升学生的科学思维品质与创新能力,为新时代创新型人才培养提供实践路径。In the age of artificial intelligence, generative artificial intelligence (GenAI) tools, with ChatGPT as a prime example, are increasingly being integrated into the realm of education and teaching, revealing remarkable application potential. In practical applications, GenAI, however, still has several challenges. These include inaccuracies in answers, difficulties in guaranteeing authenticity, and algorithmic cultural biases. As a result, users are required to have robust critical thinking skills to rationally analyze and sift through the information to extract what is truly effective. Against this backdrop, this paper focuses on the teaching practice of organic chemistry courses. It integrates GenAI into the curriculum education system, a dual-teacher model of “teacher—student—AI teaching assistant” and a blended teaching model of “pre-class, in-class, post-class” have been constructed. By leveraging artificial intelligence technology to empower teaching, this approach not only ensures the efficient transfer of knowledge but also significantly strengthens the cultivation of students’ critical thinking abilities. Consequently, it comprehensively enhances students’ scientific thinking qualities and innovation capabil
