Abstract:In the context of the digital transformation of education and the pursuit of a high-quality education system, the development of new agricultural sciences has raised new demands for the cultivation of interdisciplinary talents. Microbiology Experiments, a core professional course in agricultural sciences, faces multiple challenges, faces multiple challenges in its traditional teaching model, including the insufficient inclusiveness of high-quality teaching resources, outdated training models for innovative capabilities, and a lack of hierarchical and precise teaching. To address these issues, this study takes the development of the smart course Microbiology Experiments as an example. Guided by the concept of artificial intelligence+modern agriculture, we have established a “four collaboration” smart course system characterized by the digitalization of teaching resources, standardization of evaluation processes, intellectualization of the course platform, and collaboration of resource sharing. This initiative explores an innovative path for digitally empowered teaching. By implementing a blended teaching model combining online instruction with offline experiments, this study has transcended the temporal and spatial limitations of conventional teaching, improved students’ learning experience and subjective initiative, and reduced teaching burden while enhancing the decision-making precision of teachers. Practice has demonstrated that this model not only provides robust support for the cultivation of innovative new agricultural talents but also offers a replicable and promotable model for course reform in the digital transformation of education.
