启发式教学在分子模拟教学中的案例分析  

Case Analysis of Guided Teaching in Molecular Simulation Learning

作　　者：白世勋 黄瑞 鲁文君 廖凯 BAI Shi-xun;HUANG Rui;LU Wen-jun;LIAO Kai(aPetroleum Institube,China University of Petroleum-Beijing at Karamay,Karamay,Xinjiang 834000,China;College Engineering,China University of Petroleum-Beijing at Karamay,Karamay,Xinjiang 834000,China)

机构地区：[1]中国石油大学[北京]克拉玛依校区石油学院,新疆克拉玛依834000 [2]中国石油大学[北京]克拉玛依校区工学院,新疆克拉玛依834000

出　　处：《教育教学论坛》2025年第12期126-130,共5页Education And Teaching Forum

基　　金：2023年度教育部产学合作协同育人项目“分子模拟技术在‘油田化学工程’教学改革中的探索”(230802002284709)。

摘　　要：分子模拟是一种常见的机理研究方法。然而,对于初学者而言,在学习分子模拟的过程中往往会遇到各种问题,复制粘贴式的机械教学不利于学生真正掌握这门技术。启发式教学法不仅能够培养学生的自主学习能力,还能激发学生的批判性思维,促进师生之间的互动与交流,提高教学效果。以“油田化学工程”课后科研实践中的一名学生为例,深入剖析了教师在其黏土防膨分子模拟学习过程中所采用的启发式教学方法。通过案例分析,发现启发式教学法对于分子模拟的学习具有显著的促进作用。因此,应充分认识到启发式教学法在分子模拟学习中的重要意义,积极推广和应用这一教学方法,为培养更多优秀的科研人才贡献力量。Molecular simulation is a common method for mechanism research.However,beginners often encounter various problems during the learning process of molecular simulation,and mechanical teaching through copying and pasting is not conducive to students’real mastery of this technique.Guided teaching method not only cultivates students’autonomous learning abilities but also stimulates their critical thinking.Additionally,it promotes interaction and communication between teachers and students,enhancing the effectiveness of teaching.This paper takes a student from the post-class scientific research practice of“Oilfield Chemical Engineering”as an example to deeply analyze the guided teaching method adopted by the teacher in the student’s learning process of clay antiswelling molecular simulation.Through case analysis,it is found that guided teaching method has a significant promoting effect on the learning of molecular simulation.Therefore,it should fully recognize the importance of guided teaching in molecular simulation learning,actively promote and apply this teaching method,and contribute to cultivating more outstanding scientific research talents.

关 键 词：分子模拟技术 启发式教学 黏土 油田化学工程 

分 类 号：G642.0[文化科学—高等教育学]