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| Reform and Exploration of Deep Classroom Learning with Science and Education Integration Under the Background of New Quality Productive Forces—Case Study of Lignocellulosic Chemistry Course |
| Received:March 26, 2025 Revised:April 18, 2025 |
| DOI：10.11980/j.issn.0254-508X.2025.09.024 |
| Key Words:new quality productive forces science and education integration deep classroom learning talent cultivation |
| Fund Project:广东省高等教育教学研究和改革项目；广东省研究生教育创新计划项目——研究生示范课程建设项目（2023SFKC_011）。 |
| Author Name | Affiliation | Postcode | | GAO Wenhua* | School of Light Industry and Engineering, National Experimental Teaching Demonstration Center for Light Industry and Food Science, South China University of Technology, Guangzhou, Guangdong Province, 510640 | 510640 | | LI Bingyun | School of Light Industry and Engineering, National Experimental Teaching Demonstration Center for Light Industry and Food Science, South China University of Technology, Guangzhou, Guangdong Province, 510640 | 510640 | | YUE Fengxia | School of Light Industry and Engineering, National Experimental Teaching Demonstration Center for Light Industry and Food Science, South China University of Technology, Guangzhou, Guangdong Province, 510640 | 510640 | | WU Shubin | School of Light Industry and Engineering, National Experimental Teaching Demonstration Center for Light Industry and Food Science, South China University of Technology, Guangzhou, Guangdong Province, 510640 | 510640 | | XIANG Zhouyang* | School of Light Industry and Engineering, National Experimental Teaching Demonstration Center for Light Industry and Food Science, South China University of Technology, Guangzhou, Guangdong Province, 510640 | 510640 |
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| 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 proposed a deep classroom teaching reform concept integrating science and education that aligned with the requirements of new quality productive forces development. This concept deeply incorporated the core elements of new quality productive forces (new industries, new models, and new drivers) into the entire teaching process, promoted the feedback of scientific research into teaching, strengthened the educational function of scientific research, and transformed 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 aimed to cultivate interdisciplinary talents who could 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 established a teaching pathway of “enlightenment-instruction-exploration-truth-seeking,” developed a multidimensional teaching model encompassing guided heuristic, inductive discussion, practical exploration, and summary feedback approaches, and reinforced process-based and diversified assessment mechanisms. The reform outcomes demonstrated that students had not only consolidated their mastery of fundamental knowledge but also achieved significant improvements in innovative capabilities， practical skills， and interdisciplinary knowledge integration. |
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