Research on Teaching Strategies and Practical Paths for the Cultivation of Students’ Critical Thinking in the Instrumental Analysis Course

创新是发展的第一动力，培养创新型人才是建设创新型国家的关键。批判性思维作为创新思维的核心，在培养创新型人才方面具有重要意义。专业课程不仅是传授学生知识的载体，更是培养学生批判性思维的重要平台。本文以仪器分析课程为例，探讨批判性思维培养的策略与教学实践方法。通过引入化学谣言案例、邮票、食品化学等多角度素材，构建“课前预习–课中互动–课后拓展”三阶段教学模式，引导学生独立思考、理性分析、质疑假设、评估证据，并做出合理判断。实践表明，该教学模式不仅能帮助学生更好地掌握仪器分析专业知识，还能有效提升学生的批判性思维能力，为其成为创新型人才奠定基础。As the core of innovative thinking, critical thinking is of great significance in cultivating innovative talents. Professional courses are not only the carriers for imparting knowledge to students but also an important platform for cultivating students’ critical thinking. Taking the Instrumental Analysis course as an example, this paper explores the strategies and teaching practice methods for cultivating critical thinking. By introducing multi-perspective materials such as chemical rumors, stamps, and food chemistry, a three-stage teaching model of “pre-class preview, in-class interaction, after-class expansion” is constructed to guide students to think independently, analyze rationally, question assumptions, evaluate evidence, and make reasonable judgments. Practice has shown that this teaching model can not only help students better master the professional knowledge of instrumental analysis but also effectively improve students’ critical thinking ability, laying a foundation for them to become innovative talents.