新质生产力背景下科教融合型深度课堂学习教学改革与探索 -以《植物纤维化学》课程为例

The Reform and Exploration of Deep Classroom Learning with Science and Education Integration Under the Background of New Quality Productive Forces --

关键词:  新质生产力  科教融合  深度课堂学习  人才培养

Key Words:New Quality Productive Forces  Integration of Science and Education  Deep Classroom Learning  Talent Cultivation

摘要:为满足轻工领域新质生产力发展对高素质创新型人才的迫切需求，本文提出面向新质生产力发展需求的科教融合深度课堂教学改革理念。该理念将新质生产力的核心要素（新产业、新模式、新动能）深度融入教学全过程，推动科研反哺教学，强化科研育人功能，将前沿科研成果转化为教学内容，构建具有“高阶性、创新性、挑战度”的科教融合教学新体系。本次教学改革以培养适应新质生产力需求的复合型人才为目标，以提高学生的科技创新与实践应用能力为导向，通过深度推进理论与实践融合，创新性形成“闻道-授业-解惑-求真”的教学路径，建成引导启发式、归纳讨论式、实践探索式、总结反馈式的多维度教学模式，并强化过程化、多元化考核评价机制。教学改革成效表明，学生不仅扎实掌握了基础知识，在创新能力、实践能力以及跨学科知识融合能力等方面也均取得显著提升。该教学改革模式将为轻工领域新质生产力发展下的技术革新与产业升级提供强有力的人才支撑。

Abstract:To address the urgent demand for high-quality innovative talents in the light industry area under the development of new quality productive forces, this study proposes a deep classroom teaching reform concept integrating science and education that aligns with the requirements of new quality productive forces development. This concept deeply incorporates the core elements of new quality productive forces (new industries, new models, and new drivers) into the entire teaching process, promotes the feedback of scientific research into teaching, strengthens the educational function of scientific research, and transforms cutting-edge research achievements into teaching content, thereby constructing a science-education integrated teaching system characterized by "high-level, innovative, and challenging" features. This teaching reform aims to cultivate interdisciplinary talents who can meet the demands of new quality productive forces, with a focus on enhancing students' technological innovation and practical application capabilities. By deeply integrating theory and practice, it innovatively establishes a teaching pathway of "enlightenment-instruction-exploration-truth-seeking," develops a multidimensional teaching model encompassing guided heuristic, inductive discussion, practical exploration, and summary feedback approaches, and reinforces process-based and diversified assessment mechanisms. The reform outcomes demonstrate that students have not only consolidated their mastery of fundamental knowledge but also achieved significant improvements in innovative capabilities, practical skills, and interdisciplinary knowledge integration. This teaching reform model will provide robust talent support for technological innovation and industrial upgrading in the light industry area under the development of new quality productive forces.