Abstract:In the context of the Top-notch Student Training Program 2.0 for foundational disciplines, life science education is transitioning from a knowledge-based to a research-driven and innovation-oriented model. This paper takes the course Molecular Plant Pathology and Research Methods as an example to explore how research-oriented elective courses construct a knowledge system by integrating the knowledge of multiple disciplines including microbiology, botany, plant protection, and molecular and cell biology, and practices a research question-driven competency development pathway. The course enhances students’ scientific thinking and innovation ability by reconstructing theoretical teaching and experimental modules across various dimensions, including content design, teaching strategies, assessment methods, and educational theory. Notably, the paper elaborates on the teaching philosophy of transmitting the logical laws of knowledge formation processes instead of conclusive knowledge points. The experimental training modules including pathogen diagnosis, pathogenic mechanism research, and control strategy exploration are employed to reveal the mechanism by which the research-oriented specialized elective course fosters students’ interdisciplinary integration ability and research innovation ability. This paper condenses generalizable teaching practice experience and future reform directions.
