Application and Effectiveness Analysis of Project-Based Learning (PBL) in Undergraduate Organic Chemistry Education

本研究探讨了项目制学习(PBL)在本科有机化学教学中的应用及其对学生学习效果的影响。针对有机化学教学中知识点抽象、理论与实践脱节、学生学习主动性不足等问题，随机选取一个班级中的30名学生作为PBL组，另30名学生作为非PBL组进行对照研究。PBL组学生通过多步有机合成与反应机理探究项目，结合李景宁主编《有机化学》第六版相关章节内容开展学习。研究结果表明，PBL组学生在期末考试成绩、机理推导、合成设计等方面均优于非PBL组。此外，访谈与教师观察结果显示，PBL组学生在文献查阅、实验设计、时间管理及跨学科知识整合能力方面有显著提升。本研究为本科有机化学教学改革提供了数据支持，并提出在后续课程中加强PBL与化学信息学、实验课程的融合，以进一步提升学生的科学思维与实践能力。This study explores the application of Project-Based Learning (PBL) in undergraduate organic chemistry education and its impact on students’ learning outcomes. In response to challenges such as the abstract nature of concepts, the disconnection between theory and practice, and the lack of student engagement in organic chemistry, a comparative study was conducted by randomly selecting 30 students as the PBL group and another 30 students as the non-PBL (traditional instruction) group from the same class. Students in the PBL group engaged in multistep organic synthesis and reaction mechanism exploration projects, aligned with relevant chapters in the 6th edition of Organic Chemistry edited by Li Jingning. The results indicate that the PBL group outperformed the non-PBL group in final exam scores, mechanism deduction, and synthesis design. Furthermore, interviews and classroom observations revealed that students in the PBL group demonstrated significant improvements in literature research, experimental design, time management, and interdisciplinary knowledge integration. This study provides empirical support for the reform of undergraduate organic chemistry education and suggests further integration of PBL with chemical informatics and laboratory instruction to enhance students’ scientific thinking and practical abilities.