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| Teaching Reform and Practice in the Integration of Industry, Education, and Research for “Papermaking Additives” |
| Received:December 31, 2025 Revised:January 17, 2026 |
| DOI：10.11980/j.issn.0254-508X.2026.07.026 |
| Key Words:papermaking additives teaching reform integration of industry, education, and research innovation capacity double first-class construction |
| Fund Project:北京林业大学教育教学研究项目（BJFU2025JY21）；北京市高等教育学会课题（ZD202427）；生态文明视域下生物质能源与材料学科“项目+竞赛”融合的拔尖创新人才培养模式研究（JG2026ZD001）。 |
| Author Name | Affiliation | Postcode | | Lyu Baozhong* | College of Materials Science and Technology, Beijing Forestry University, Beijing, 100083 | 100083 | | Rao Jun | College of Materials Science and Technology, Beijing Forestry University, Beijing, 100083 | 100083 | | Chen Gegu | College of Materials Science and Technology, Beijing Forestry University, Beijing, 100083 | 100083 | | Jin Xiaojuan | College of Materials Science and Technology, Beijing Forestry University, Beijing, 100083 | 100083 | | Kang Yuetong | College of Materials Science and Technology, Beijing Forestry University, Beijing, 100083 | 100083 | | Peng Feng* | College of Materials Science and Technology, Beijing Forestry University, Beijing, 100083 | 100083 |
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| Abstract:With the transition of the papermaking industry towards greener and smarter production， traditional teaching models for “papermaking additives” curricula increasingly fail to meet the demand of industry versatile and innovative professionals. This paper took applied undergraduate institutions as the research subject， focused on current issues in paper making curricula such as outdated teaching content， monotonous teaching models， and unreasonable evaluation systems， and proposed a teaching reform plan centered on the integration of industry， education， and research. The reform included restructuring the teaching content by building a distinctive resource repository and redesigning the curriculum framework， alongside the introduction of problem-based learning principles to optimize teaching methodologies. Further improvements in teaching effectiveness were achieved through in-class discussions， end-of-term seminar presentations， and a refined multidimensional assessment system. Implementation of the reformed course had significantly enhanced students’ practical， innovative， and industry-adaptive abilities， deepened university-industry collaboration， and promoted the mutual development of teaching and research for both faculty and students. It also provided new ideas and a reference for the teaching reform of the “papermaking additives” curricula. |
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