“双碳”目标下《石油炼制工程》课程的改革与实践
Reform and Practice of Petroleum Refining Engineering Course under Dual Carbon Goal

随着世界能源需求的转型，炼油产品的需求发生较大变化，由“油主化辅”向“化主油辅”转变，契合“双碳”发展目标，炼油技术整体向绿色低碳一体化技术转型。为适应炼油行业对一流技术人才工程能力、创新能力的发展需求，教学团队对《石油炼制工程》课程进行了创新改革。首先，教学团队构建了包含典型炼油工艺、一体化炼油工艺、未来炼厂工艺的三阶教学内容，以炼油行业技术发展问题为导向，开展线上线下混合式教学。其次，团队基于OBE理念，以提高学生的工程能力和创新能力为成果导向，开展了与《化工设计》课程相融合的项目式教学。再次，团队以“弘扬石油精神，提升专业能力，增强职业素养”为目标，在知识传授、能力培养、素养提升三个阶段分别融入思政教育元素。最后，团队采用案例式、项目式、讨论式三种教学方式，构建了“多元化 信息化 开放性”课程考核模式。
With the transformation of global energy demand, the demand for refinery products has undergone significant changes, shifting from “oil-dominated and chemicals-supplemented” to “chemicals-dominated and oil-supplemented”, in line with the “dual-carbon” development goal. As a result, refinery technology is transitioning towards an overall green, low-carbon, and integrated technology. To meet the development needs of the refinery industry for top-tier technical talents with strong engineering and innovative abilities, the teaching team has undertaken innovative reforms in the course of Petroleum Refining Engineering. Firstly, the teaching team has constructed a three-tier teaching content system that includes typical refining processes, integrated refining processes, and future refinery processes, guided by the technological development issues in the refining industry, and has implemented blended online and offline teaching. Secondly, based on the OBE concept, the team has conducted project-based teaching integrated with the Chemical Engineering Design course, aiming to improve students’ engineering and innovative abilities. Thirdly, with the goal of “promoting petroleum spirit, enhancing professional ability, and strengthening professional ethics”, the team has integrated ideological and political education elements into the three stages of knowledge transfer, ability cultivation, and quality improvement. Finally, the team has adopted three teaching methods: case-based, project-based, and discussion-based, and established a “diversified informative open” course assessment model.