Abstract:As a core foundational course for biology-related majors, Microbiology integrates theoretical, practical, and engineering attributes, and serves as a key carrier for advancing the in-depth integration of curriculum ideology and politics (CIP) with professional education. To address prominent issues in traditional teaching, such as inadequate adaptability of course resources, insufficient innovation in teaching models, one-sided assessment systems, and superficial integration of CIP, this study, guided by the cultivation of application-oriented talents and incorporating the concepts of emerging engineering education and outcome-based education (OBE), constructed an innovative “three-stage linkage three-dimensional empowerment” teaching model. Specific measures include: reconstructing a progressive curriculum content module structured as “foundation-application-integration”; establishing a trinity three-dimensional learning ecosystem comprising “basic resources-expanded resources-characteristic resources” and supporting personalized learning guidance through an AI teaching assistant; establishing a full-process academic evaluation system to achieve comprehensive assessment of knowledge, abilities and qualities; exploring discipline-specific CIP elements and constructing a CIP map centered on scientific spirit, engineering ethics, and patriotic feelings to realize the in-depth integration of ideological and political education with professional knowledge. Teaching practice results show that after the reform, the achievement rate of students’ course objectives increased by 8.9%, and their performance in seven core dimensions, including knowledge comprehension, practical innovation, and teamwork, was significantly superior to that before the reform (P<0.01 or P<0.001). In addition, the participation rate in disciplinary competitions increased by 27%, the proportion of courses related to postgraduate entrance examinations rose to 88.3%, and both the post adaptability of graduates and the satisfaction of employers were significantly improved. The course has been selected into the third batch of national first-class undergraduate course and Shandong provincial model course for curriculum ideology and politics, with a simultaneous improvement in the teaching and research capabilities of the teaching team. This reform constructs a curriculum construction paradigm that unifies “knowledge impartment” and “value cultivation”, providing a referable practical path for the high-quality development of similar courses.
