From Success Paradigms to Failure Post‑Mortems: Paradigm Transformation and Path Reconfiguration in Experimental Teaching of New Energy Materials
Targeting long‑standing practical dilemmas in experimental teaching of new‑energy materials, including dominance of confirmatory experiments, result‑oriented evaluation, uneven resource allocation, and disconnection between teaching and industry‑university cooperation, this paper puts forward a teaching philosophy of transforming from the “success paradigm” to “failure post‑mortems.” By constructing a hierarchically‑progressive experimental content system, a multiple process‑oriented evaluation mechanism, an open and shared resource guarantee mode, as well as an industry‑education‑integrated collaborative talent‑cultivation path, experimental failures are converted from teaching blind spots into learning resources. Students acquire authentic modes of thinking for materials research‑and‑development through controllable failure experiences, providing references for the reform of experimental teaching for new‑energy‑material majors in institutions of higher education.
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