计算宏基因组学“三链驱动、四维融合”教学模式构建与实践

Development and practice of the “three-chain drive and four-dimensional fusion” teaching model for computational metagenomics

摘要:

为解决“计算宏基因组学”交叉性强而传统教学模式难以培养学生综合能力的问题，本研究在国家自然科学基金重大研究计划集成项目“水圈微生物数据驱动知识发现的技术研发和支撑体系建设”的支持下，构建并实施了“三链驱动、四维融合”的教学模式。该模式以“三链驱动”为纵向主轴，通过知识链、数据链、科研链的贯通，引导学生实现从理论认知到计算实践，再到科研创新的能力递进；以“四维融合”为横向框架，通过教学与科研、智能技术、线上与线下、思政与专业的深度融合，构建协同育人生态。课程依托同济大学、复旦大学、上海交通大学和中国科学院上海营养与健康研究所“三校一所”协同共建的整合微生物组分析云平台(integrated microbiome analysis cloud, iMAC)与教学辅助智能体，采用模块化教学与真实科研任务驱动的实施路径。2023-2025年3轮教学实践表明，该模式有效解决了教学内容割裂、实践薄弱等问题，学生科研能力显著提升，课程项目已直接产出校级及校级以上大学生创新创业训练项目5项，1名本科生以第一作者在SCI期刊发表研究论文1篇。本模式为交叉学科课程改革提供了可复制、可推广的范式。

Abstract:

The highly interdisciplinary nature of computational metagenomics makes it difficult for conventional teaching approaches to foster students’ comprehensive capabilities. Supported by the integrated project “technology development and supporting system for data-driven knowledge discovery of hydrosphere microorganisms” under the Major Research Plan of the National Natural Science Foundation of China, this study developed and implemented a “three-chain drive and four-dimensional fusion” teaching model. Vertically, the three-chain (knowledge chain→data chain→research chain) drive guides students from theoretical understanding through computational practice to genuine research innovation. Horizontally, the four-dimensional fusion integrates teaching with research, intelligent technology, online-offline blended learning, and ideological and political education in professional training. Relying on the inter-university integrated microbiome analysis cloud (iMAC) platform and a domain-specific intelligent teaching assistant for computational metagenomics (ITACM) collaboratively built by Tongji University, Fudan University, Shanghai Jiao Tong University, and the Shanghai Institute of Nutrition and Health, Chinese Academy of Sciences, we adopted modular teaching and authentic research task-driven pedagogy. From 2023 to 2025, three rounds of teaching practice have shown that the model effectively resolves fragmented contents and weak practice. Students’ research capabilities have improved markedly, with course projects directly leading to five university-level and above undergraduate innovation and entrepreneurship training programs and one undergraduate student publishing an SCI-indexed paper as the first author. The model offers a replicable and scalable paradigm for interdisciplinary curriculum reform.