| 陈静怡,刘嘉斌,刘芙,吴浩斌,朱铁军.化学通报,2026,89(6):769-775. |
| 基于逆向思维设计与AI辅助的透射电镜实验教学改革实践 |
| Practice of Experimental Teaching Reform of Transmission Electron Microscopy Integrating Reverse Thinking and AI Assistance |
| 投稿时间：2026-02-22 修订日期：2026-03-20 |
| DOI： |
| 中文关键词: 透射电子显微镜(TEM) 逆向思维 人工智能辅助教学 实验教学改革 |
| 英文关键词:Transmission Electron Microscopy (TEM) reverse thinking artificial intelligence aided teaching experimental teaching reform |
| 基金项目:浙江省“十四五”第二批本科省级教学改革备案项目(JGBA2024012,JGBA2024812)和浙江大学实验室技术研究项目(SYBGL202401)资助 |
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| 中文摘要: |
| 针对本科生透射电镜实验教学中长期存在的“重操作、轻分析、弱思维”及仪器资源紧张等问题，提出并实践了一种融合逆向思维与AI智能体辅助的教学新模式。该模式以“未知样品物相确定及结构标定”为任务主线，遵循“数据→分析→验证”的科研流程，重新设计了教学过程；并通过“1+1+N”教学协同模式与AI智能体全周期辅助，实现理论、实操与数据分析的有效融合。实践表明，依据项目改革前后三个学年透射电镜实操考核成绩（满分30分，≥25分判定为熟练掌握）的统计分析，本科生可独立并熟练操作透射电镜的比例从80%升至92%，且学生的数据综合分析能力与学习主动性也得到显著提升。该模式对于培养学生科研思维与创新能力具有重要的实践意义，也为面向本科生的大型仪器实验教学提供了可复制、可推广的改革思路。 |
| 英文摘要: |
| To address the long-standing issues in undergraduate transmission electron microscopy (TEM) experimental teaching, such as the overemphasis on operation, insufficient attention to data analysis, weak cultivation of scientific thinking, and the shortage of instrument resources, a novel teaching mode integrating reverse thinking and AI agent assistance is practiced. Taking the phase and structure analysis of unknown samples as the core task, this mode reconstructed the teaching design in accordance with the real scientific research process of “data→analysis→verification”. Moreover, by the optimization of the “1+1+N” teaching organization and with the assistance of AI agent, the integration of theory, practical operation and data analysis is realized effectively. Statistical analysis of TEM practical assessments (full score: 30; a score ≥ 25 indicates proficiency) before and after the teaching reform shows that the proportion of undergraduate students who can operate TEM independently and proficiently increased from 80% to 92%, and their data analysis ability and learning initiative are significantly improved. This teaching mode has important practical value for cultivating students’ scientific research thinking and innovative ability, and provides a replicable and promotable systematic solution for the undergraduate experimental teaching of large-scale scientific instruments. |
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