新工科背景下材料学科交叉通识课程的构建与探索—以《前沿交叉新材料与工程应用》为例

摘要

在新工科建设的背景下，传统材料类专业的单一学科培养模式逐渐暴露出知识体系割裂、与工程实际脱节等深层次局限。本文基于成果导向教育理念与CDIO工程范式，以东北大学前沿交叉新材料与工程应用课程为例，探讨了依托材料、微生物与化学三大学科深度交叉的教学改革路径。课程以解决真实工程问题为驱动，重构了涵盖基础理论、科研实践与工程应用的三阶递进式模块化知识网络；在实施环节推行了产教融合的校企协同育人模式，并适度融合了数字化信息平台的辅助验证作用；同时构建了重过程、重产出的多元评价机制，实现了由知识传授向能力建构的转变。实践表明，该课程设计有效提升了本科生在面对复杂工程场景时的多维视角与系统决策能力，为高校培养材料学科交叉人才提供了可复制的实践范式。

Abstract

Against the backdrop of Emerging Engineering Education (3E) initiatives, the traditional single-discipline training model in materials-related majors has gradually revealed deep-seated limitations, including fragmented knowledge frameworks and disconnection from practical engineering applications. Grounded in Outcome-Based Education (OBE) principles and the CDIO (Conceive–Design–Implement–Operate) engineering paradigm, this paper takes the course Frontier Cross-Disciplinary New Materials and Engineering Applications at Northeastern University as a case study to explore a teaching reform pathway driven by deep interdisciplinary integration across materials science, microbiology, and chemistry. The course is motivated by solving authentic engineering problems and restructures a three-tier progressive modular knowledge network encompassing fundamental theory, scientific research practice, and engineering applications. In implementation, it adopts an industry–education integrated school – enterprise collaborative education model, with appropriate integration of digital information platforms for auxiliary verification. Meanwhile, a multi-dimensional assessment mechanism emphasizing both process and outcomes is established, facilitating a shift from knowledge transmission to competence development. Practical results demonstrate that this course design effectively enhances undergraduates' multi-perspective thinking and systematic decision-making capabilities when confronting complex engineering scenarios, providing a replicable practical paradigm for cultivating interdisciplinary talents in materials science in higher education institutions.