专创融合背景下发酵工程原理与技术课程的教学改革与实践

Teaching reform and practice of Principles and Technology of Fermentation Engineering under the integration of professional education with innovation and entrepreneurship education

摘要:

本文针对传统“发酵工程原理与技术”课程与创新创业教育脱节的问题，基于“专创融合”理念——即通过专业教育与创新创业教育的深度耦合，将创新思维、创业能力培养融入专业知识传授全过程的教育理念，构建并实践了“理论筑基-实践强化-场景模拟-产业对接-创新转化” “五位一体”的教学路径。具体改革包括：重构课程内容，增设项目管理、产品设计等融合性模块；构建以“青霉素发酵”为主线的“虚拟仿真-线下实操-项目驱动”三阶训练链；依托校企共建案例库与智能工厂虚拟平台开展沉浸式教学；引入企业真实课题，贯通从课程启发到项目孵化的全流程支持体系。改革通过“一体三化三驱动四融合”教学模式及多元化评价体系予以支撑。实践表明，该模式显著提升了学生的工程实践与创新创业能力，在学科竞赛、大创项目和实习中成效显著，为工科专业课程改革提供了可复制的实践范例。

Abstract:

To address the disconnection between the conventional teaching of Principles and Technology of Fermentation Engineering and innovation and entrepreneurship education, this study integrates the cultivation of innovative thinking and entrepreneurial capabilities throughout the entire process of knowledge instruction according to the philosophy of integration of professional education with innovation and entrepreneurship education. A five-in-one teaching path covering building theoretical foundation, enhancement through practice, scenario simulation, connection with production, and innovation transformation was constructed and implemented. Specific reform measures include restructuring the course contents by adding integrated modules such as project management and product design; establishing a three-stage training chain of “virtual simulation—offline practical operation—project-driven learning” centered on penicillin fermentation; conducting immersive teaching via a university-enterprise co-built case library and an intelligent factory virtual platform; and introducing real-world enterprise projects to create a full-process support system from course inspiration to project incubation. The reform is supported by the teaching model composed of “One Core, Three Transformations, Three Drivers, and Four Integrations” and a diversified evaluation system. Practice has shown that this model significantly enhances students’ engineering practical abilities and innovation and entrepreneurship capabilities, with students achieving remarkable results in disciplinary competitions, college students’ innovative entrepreneurial training program, and internships, thereby providing a replicable practical paradigm for the reform of engineering professional courses.