Abstract:

In light of the ambiguous positioning of basic chemistry experiment courses for non-chemistry and chemical majors within the professional personnel training curriculum system， the lack of alignment between experimental content and subsequent professional courses， as well as the emphasis on outcome rather than process in evaluating experimental teaching， this paper clarified the position and role of basic chemistry experiment series courses in training professional talents， taking the major in light industry as an example. We have optimized and selected experimental teaching content that integrates ideological and political elements with characteristics specific to the light industry. Furthermore， we have constructed a scientifically reasonable experimental curriculum system with a complete and coherent structure while innovating upon process assessment and evaluation methods. The focus is placed on enhancing students' chemical skills and comprehensive abilities throughout their experimentation process. Practical results demonstrate that these reforms significantly improve teaching effectiveness by comprehensively enhancing students' practical skills， data collection and processing capabilities， problem-solving analysis proficiency， social responsibility and professional ethics. Students express quite satisfaction with both the process assessment method employed during evaluations as well as with regards to ideological-political education integrated into experimental courses. This “integration of course ideological and political education， highlighting characteristics and emphasizing process” can be extended to other non-chemistry or chemical majors' foundational course education， which is expected to provide valuable references and guidance.

Key words: Course ideological and political education, Basic chemistry experiment, OBE concept, Characteristics of major, Process assessment