Teaching reform of freshman inorganic chemistry from the perspective of industry-education-research integration: Transforming student learning models via industrial frontiers in water electrolysis for hydrogen production
产学研融合视角下大一无机化学课程教学改革研究——依托电解水制氢产业前沿推动学生学习模式转型

摘要

大一时期是学生从应试学习向自主探究式学习转变、建立专业认知与科学思维的关键启蒙阶段。当前高校无机化学教学多采用传统讲授模式，存在理论内容抽象、教学与产业实践脱节等问题，致使学生长期依赖机械记忆，缺乏问题探究与知识应用能力，难以适配新时代创新型工科人才的培养需求。本文依托北京化工大学孙晓明教授团队电解水制氢的原创成果及产业化体系，将超疏气纳米阵列电极、波动工况防护层等前沿案例嵌入大一化学键、电化学基础、配位化合物等章节教学。改革以气泡堵塞、腐蚀防护等产业痛点替代概念先行讲授；删除机械默写，增设探究任务；降低背诵类试题分值至40%以下。123份问卷显示，65%学生思维明显转变。该改革引导学生摒弃机械背诵，树立学以致用思维，增强专业认同，为教改提供可复制范式。

Abstract

The freshman year serves as a critical initiating stage for students to transform from exam-oriented learning to inquiry-based autonomous learning, and to establish professional cognition and scientific thinking. However, current inorganic chemistry teaching in most universities still adopts traditional lecture-based models, which suffer from abstract theoretical content and a disconnection between instruction and industrial practice. As a result, students tend to rely on rote memorization over a long period, lacking the capacity for problem exploration and knowledge application, and thus failing to meet the cultivation requirements for innovative engineering talents in the new era. This paper integrates frontier industrial cases from Professor Sun Xiaoming’s team at Beijing University of Chemical Technology—including superaerophobic nanoarray electrodes and protective layers for fluctuating conditions—into freshman chemistry courses (Chemical Bonding, Electrochemistry, and Coordination Compounds). The reform replaces concept-first instruction with industry pain points (e.g., bubble blockage, corrosion protection) as chapter openers, eliminates rote memorization in homework in favor of inquiry-based tasks, and reduces recitation-type exam questions to below 40%. Survey feedback from 123 students indicates that 65% showed a significant shift in learning mindset. This reform steers students away from mechanical memorization toward application-oriented thinking, strengthens professional identity, and offers a replicable model for foundational chemistry curriculum enhancement and undergraduate talent development.