Research on internationalization of teaching reform in the “Principles of Chemical Engineering” course for applied undergraduate institutions
应用型本科院校《化工原理》课程国际化教学改革研究

摘要

在新工科与高等教育国际化同步推进背景下，区域医药产业急需兼具工程实操能力与国际视野的应用型人才。本研究以地方应用型本科中韩合作办学制药工程专业2023、2024级共136名学生为对象，针对《化工原理》中外课程标准脱节、内容重理论、国际化教学机制缺失、实践体系薄弱、考核方式单一等问题，开展为期12个月的系统性教学改革。研究组建中韩教研团队统一课程标准，重构制药特色国际化教学内容，打造中外协同混合课堂，搭建三层递进式实践平台，融合国际化课程思政，建立中韩联合多元考核机制。改革后中韩课程学分互认覆盖率达 100%，学生课程满意度由 65.8%提升至90.2%，实践考核平均分提高17.9分，跨文化工程案例分析优良率从32.7%升至74.1%，学生涉外岗位适配能力明显增强，可为同类院校工科课程国际化改革提供可借鉴路径。

Abstract

Against the backdrop of the simultaneous advancement of Emerging Engineering Education and the internationalization of higher education, the regional pharmaceutical industry is in urgent need of application-oriented talents with engineering practical capabilities and an international vision. This study takes 136 students from the 2023 and 2024 cohorts of the Sino-Korean cooperative pharmaceutical engineering program at a local application-oriented university as research subjects. A 12-month systematic teaching reform was carried out to address the problems of disjointed Sino-Korean curriculum standards, theory-dominated teaching content, inadequate international teaching mechanisms, weak practical training systems, and monotonous assessment methods for the course Principles of Chemical Engineering. A joint Sino-Korean teaching and research team was formed to unify curriculum standards, restructure pharmaceutical-oriented international teaching content, build a hybrid classroom with joint Chinese and Korean instructors, establish a three-tier progressive practical training platform, integrate international curriculum ideological and political education, and create a diversified assessment mechanism jointly reviewed by Chinese and Korean teachers. After the reform, the coverage rate of mutual credit recognition between Chinese and Korean courses reached 100%. Student satisfaction with the course rose from 65.8% to 90.2%, the average score of practical assessments increased by 17.9 points, and the excellent and good rate of cross-cultural engineering case analysis climbed from 32.7% to 74.1%. Students’ adaptability to foreign-related posts was significantly improved, offering a referable path for the international reform of engineering courses in similar universities.