Citation: Jing Du, Shuang Jiang, Yingping Quan, Xiaoning Jin, Wentao Zhao. 融合·共生：数智化“化工生产虚拟实习”立体式教学创新与实践[J]. University Chemistry, ;2026, 41(9): 36-46. doi: 10.12461/PKU.DXHX202508053 shu

融合·共生：数智化“化工生产虚拟实习”立体式教学创新与实践

Jing Du ^1,2,3 ,
Shuang Jiang ^1,2,3 ,
Yingping Quan ^1,2,3 ,
Xiaoning Jin ^1,2,3 ,
Wentao Zhao ^1,2,3,,

1.
National Demonstration Center for Experimental Chemistry and Chemical Engineering Education, Tianjin University, Tianjin 300072, China;
2.
National Virtual Simulation Experimental Teaching Center for Chemistry and Chemical Engineering, Tianjin University, Tianjin 300072, China;
3.
Department of Chemistry, School of Science, Tianjin University, Tianjin 300072, China

Corresponding author: Wentao Zhao, Wentao_zhao@tju.edu.cn
Received Date: 15 August 2025
Revised Date: 19 October 2025

本文系统阐述了一门基于“产学研用”协同育人理念的创新性工程教育课程体系。针对传统化学工程实践教学中存在的基地少、实训资源受限及评价维度单一等痛点问题，提出“四维融合”教学理念：通过产学研深度协同、虚实场景有机融合、思政元素系统融入、多学科交叉创新，构建面向复杂工程问题解决能力培养的教学新范式。课程改革以三维重构为核心：重构教学目标体系，构建动态案例库，有机整合真实工业案例、人工智能技术应用、诺贝尔奖级科研成果等多元教学要素；创新搭建“三位一体”教学平台，形成涵盖理论认知、虚拟仿真、创新实践的立体化培养体系；形成“九维沉浸式”教学模式，通过“观-听-学-感-练-思-研-创-用”递进式教学环节，实现知识内化与能力跃迁的有机统一。创新采用“六步迭代”教学方法论与数据驱动的动态评估模型，有效破解工程教育中理论实践转化断层难题。在评价机制方面，构建了基于大数据的多维度动态评价体系，建立学生综合能力数字画像，实现个性化成长路径的精准赋能。教学实践表明，该模式显著提升了学生工程实践能力与创新素养，培养出具有跨学科视野、数字化思维和产业敏感度的新工科人才。研究成果为新工科背景下实践类课程改革提供了可复制的理论框架与实施路径，对产教融合育人模式创新具有重要借鉴价值。
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