“两仪四象”立体式教学模式在“微生物学”课程中的创新与实践

Innovation and practice of a “dual-axis four-dimensional” teaching model in Microbiology

摘要:

“美丽中国”建设与农业新质生产力发展对复合型人才需求迫切，传统“微生物学”课程在内容、方法及评价上与产业需求和育人目标存在脱节。为解决传统课程适配性不足问题，构建契合新农科人才培养要求的教学模式。本文以成果导向教育理念为指导，构建“两仪四象”协同育人立体化教学模式：“两仪”锚定从“知”到“行”目标，依托“知识传授、思维培养、能力提升、价值塑造”四象实施分层递进培养(云课堂与智慧课堂夯实基础、生产实践探索深化认知、学科竞赛与技能训练锤炼能力、工匠精神与行业责任培育价值)；同步搭建“线上云课堂-线下智慧课堂-实验项目课堂-企业实景课堂”四维协同教学平台，嵌入“过程性评价+终结性评价+多元主体(教师、企业导师等)评价”动态闭环改进机制，深度融合前沿生物技术与课程思政。改革实践显著提升了学生知识掌握深度、实践创新能力及职业适配能力，有效增强了课程与农业绿色发展、区域经济建设的契合度。构建的“两仪四象”协同育人模式及配套改革举措，为新农科背景下高素质农业人才培养提供了可复制、可推广的实践路径，彰显了课程改革对产业需求与育人目标的适配价值。

Abstract:

The implementation of the Beautiful China construction and the development of new quality productive forces in agriculture necessitate interdisciplinary talents, while the conventional teaching of Microbiology is disconnected from industrial needs and talent training objectives in terms of contents, methods, and assessment. To address the insufficient adaptability of the conventional teaching of this course and construct a teaching model that meets the requirements of talent training in the context of emerging agricultural science. Guided by the concept of outcome-based education (OBE), a “dual-axis four-dimensional” teaching model of collaborative education was constructed. “dual-axis” anchors the ultimate goal of from knowledge to practice. Hierarchical progressive training relying on the “four dimensions” (knowledge impartment, thinking cultivation, ability improvement, and value shaping) is implemented by consolidating the foundation through cloud classrooms and smart classrooms, deepening cognition through exploration of production practice solutions, tempering practical abilities through discipline competitions and skill training, and shaping value through the cultivation of craftsmanship spirit and industry responsibility. In addition, a four-dimensional collaborative teaching platform composed of online cloud classroom, offline smart classroom, experimental project classroom, and enterprise on-site classroom was built. Simultaneously, a dynamic closed-loop improvement mechanism of process-oriented assessment+summative assessment+multi-subject (including teachers and enterprise mentors) assessment was embedded, and cutting-edge biotechnology was deeply integrated with ideological and politic education. The reform practice significantly improved students’ in-depth knowledge mastery, practical innovation ability, and career adaptability. Meanwhile, it effectively enhanced the compatibility of the course with agricultural green development and regional economic development. The constructed “dual-axis four-dimensional” model of collaborative education and supporting reform measures provide a replicable and promotable path for the training of high-quality agricultural talents under the background of emerging agricultural science, highlighting the adaptive value of course reform to industrial needs and talent training objectives.