Teaching Research on the Rubber Scorching Section Based on the Causal Chain Analysis of Theory of Inventive Problem Solving

ZHAO Wen

doi:10.14028/j.cnki.1003-3726.2026.26.109

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Teaching Research on the Rubber Scorching Section Based on the Causal Chain Analysis of Theory of Inventive Problem Solving

更新时间：2026-07-27

- Teaching Research on the Rubber Scorching Section Based on the Causal Chain Analysis of Theory of Inventive Problem Solving
- Polymer Bulletin Vol. 39, Issue 8, Pages: 1541-1546(2026)
- 作者机构：
  
  青岛科技大学高分子科学与工程学院　青岛 266042
- 作者简介：
- 基金信息：
- DOI：10.14028/j.cnki.1003-3726.2026.26.109
  CLC：
- Received：01 March 2026，
  
  Accepted：22 April 2026，
  
  Online First：09 July 2026，
  
  Published：20 August 2026
- 稿件说明：
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赵文. 基于TRIZ理论因果链分析的橡胶焦烧章节教学. 高分子通报, 2026, 39(8), 1541–1546.

Zhao, W. Teaching research on the rubber scorching section based on the causal chain analysis of theory of inventive problem solving. Polym. Bull. (in Chinese), 2026, 39(8), 1541–1546.
赵文. 基于TRIZ理论因果链分析的橡胶焦烧章节教学. 高分子通报, 2026, 39(8), 1541–1546. DOI： 10.14028/j.cnki.1003-3726.2026.26.109.

Zhao, W. Teaching research on the rubber scorching section based on the causal chain analysis of theory of inventive problem solving. Polym. Bull. (in Chinese), 2026, 39(8), 1541–1546. DOI： 10.14028/j.cnki.1003-3726.2026.26.109.

摘要

焦烧是“橡胶工艺学”课程的核心教学与工程难点。传统教学存在知识碎片化、系统分析不足等问题。本研究将发明问题解决理论(TRIZ)因果链分析引入橡胶焦烧课堂教学，构建覆盖配方、加工、储存全流程的因果链模型，梳理62项致因并量化权重，明确加工因素为重要影响因素(61.3%)。以关键缺点为导向，结合TRIZ 40个发明原理，提出“配方精准设计—工艺参数协同—设备智能优化”一体化教学设计方案，有效破解教学中技术矛盾讲解困难、学生理解不系统等问题。研究为橡胶焦烧知识点的系统化教学与“橡胶工艺学”课程改革提供新方法，也为高分子材料加工类课程提供可借鉴教学范式。

Abstract

Scorch is a core teaching and engineering difficulty in Rubber Technology. Traditional teaching is challenged by fragmented knowledge delivery and insufficient systematic analysis. This study introduces the causal chain analysis of Theory of Inventive Problem Solving (TRIZ theory) into the classroom teaching of rubber scorch. A causal chain model covering the whole process of formula

processing and storage is constructed

62 causes are sorted out and quantified

indicating that processing factors are the dominant influence (61.3%). Guided by the key disadvantages

an integrated teaching design scheme of “precision formula design

process parameter coordination and intelligent equipment optimization” is proposed combined with the 40 TRIZ inventive principles

which effectively solves the problems such as difficult interpretation of technical contradictions and unsystematic understanding of students in teaching. This study provides a new method for the systematic teaching of scorch knowledge and the curriculum reform of Rubber Technology

and also offers a referential paradigm for polymer material processing courses.

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references

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