三维梯度转化与四阶段培养：生物技术综合实验课程教学的医学特色创新与科教融合实践

Three-dimensional gradient transformation and four-stage cultivation: medicine-oriented innovation and integration of research and education in the teaching of Comprehensive Biotechnology Experiment course

摘要:

为应对传统生物技术实验课程在创新能力培养、科教资源整合及前沿技术应用等方面所面临的挑战，本研究以广州医科大学生物技术国家级一流专业的核心课程——“生物技术综合实验”为改革载体，构建了一套项目驱动的科教融合育人体系。该体系系统地提出了“三维梯度转化”理论框架，通过知识维度(科研成果教学化)、能力维度(科研流程模块化)、价值维度(科学精神内化)的有机融合，构建了涵盖“选题-设计-实施-产出”全链条的四阶段培养模式，实现了科研训练与专业教育的深度耦合。本课程近3年的教学实践表明，该改革显著提升课程质量：学生核心实验技术合格率、实验方案优秀率、伦理审查合格率大幅提升，86.7%的学生通过课程平台参与了省部级以上的大学生创新创业项目，并取得了显著的成果，包括发表SCI论文14篇，获得授权专利4项和省部级以上奖项或资助50多项。学生的科研设计能力和技术创新能力得到显著提升，就业竞争力提高。实践证明，该模式能够有效地融合专业教育与科研训练，为医科院校同类核心实验课程的教学改革提供可借鉴的经验，并且对培养“医学素养扎实、技术能力突出、创新思维活跃”的复合型生物技术人才具有重要的示范意义。

Abstract:

The conventional Biotechnology Experiment courses face challenges in cultivating innovative capabilities, integrating research and education resources, and applying cutting-edge technologies. To address these challenges, we take the core course Comprehensive Biotechnology Experiment of the national first-class biotechnology program at Guangzhou Medical University as the reform carrier and construct a project-driven system for integrating research and education. This system adopts a theoretical framework of three-dimensional gradient transformation, which achieves organic integration of the knowledge dimension (teaching transformation of research achievements), ability dimension (modularization of research processes), and value dimension (internalization of research spirit). We establish a four-stage cultivation model covering topic selection, design, implementation, and output, which enables the deep integration of research training and professional education. The teaching practice of this course over the past three years shows that the reform has significantly improved the course quality, significantly increasing the qualification rate of students’ core experimental technologies, the excellent rate of experimental schemes, and the qualification rate of ethical review. Most (86.7%) of students participated in undergraduate innovation and entrepreneurship projects at or above the provincial level through the course platform, achieving remarkable outcomes, with 14 SCI papers published, 4 patents authorized, and over 50 provincial or national awards and funding received. Students showed significantly enhanced research design and technical innovation capabilities, with their employment competitiveness increasing by 27.6%. Practical evidence demonstrates that this model effectively integrates professional education with research training, providing reference experience for the teaching reform of similar core experimental courses in medical colleges and universities. Moreover, it also holds significant demonstrative significance for cultivating comprehensive biotechnology talents with solid medical literacy, outstanding technical capabilities, and active innovative thinking.