王美艳 任芝军 张长平

摘  要：大气污染控制工程是面向环境工程专业本科三年级学生的专业必修课，课程任务为培养学生认识、分析和解决大气污染复杂工程问题的能力。在传统课堂中，此类课程遇到课程高阶目标难以达成等问题。在新工科背景下，课程依据学生认知发展的特点，结合一流课程及课程思政示范课的建设经验，创新性提出并实践“案例引入-情感激发-知识夯实-能力提升-素质培养”（Case introduction - Emotion stimulation - Knowledge consolidation - Ability improvement - Diathesis cultivation， CEKAD）五步渐进式教学模式，结合讲授法、案例教学法、对分课堂法、互动式讨论式教学法、项目驱动式教学法，实现课程知识、能力和素养目标。经实践，教学过程中学生获得感强、课程目标达成度普遍提升。研究结果有助于环境类专业教师更好地开展新工科背景下的教学创新改革，提升育人效果。

关键词：新工科;教学创新;环境类专业课程;五步渐进式教学模式

中图分类号：G642        文献标志码：A         文章编号：2096-000X（2021）S1-0007-06

Abstract： Air Pollution Control Engineering is a professional compulsory course for third year undergraduate students majoring in environmental engineering. The course task is to cultivate students' ability to understand， analyze and solve complex engineering problems of air pollution. In the traditional classroom， such courses encounter problems such as difficulty in achieving high-level objectives. Under the background of emerging engineering education， according to the characteristics of students' cognitive development， combined with the construction experience of First-class Courses and Course Ideological and Political Demonstration Courses， the course creatively puts forward and practices five step progressive teaching mode - Case introduction - Emotion stimulation - Knowledge consolidation - Ability improvement - Diathesis cultivation（CEKAD）. Combining traditional teaching， case teaching， split classroom， interactive teaching， discussion， project driven and other teaching methods， the objectives of curriculum knowledge， ability and literacy can be achieved. The practice results show that students have a strong sense of acquisition and the degree of achievement of curriculum objectives is generally improved in the teaching process. The research results will help environmental teachers better carry out teaching innovation reform under the background of emerging engineering education and improve the effect of education.

Keywords： emerging engineering education; teaching innovation; environmental professional courses; five step progressive teaching mode

一、教學创新问题的提出

（一）课程概况

从学生发展的角度进行课程分析：大气污染控制工程课程是环境工程专业大三学生的专业必修课，共56学时，3.5学分。在环境工程专业技术人才的培养中，大气污染控制工程在先修课程物理化学、环境化学和流体力学的基础上，与水污染控制工程、固体废物处理与处置并称三大核心主干课，在培养学生污染控制工程设计能力方面起着重要作用。

从学生认知的角度进行学情分析：在知识层面，通过先修课程学……