虚实结合的课题探究式模式在微生物学实验教学中的探索与实践

Exploration and practice of a virtual-physical integrated inquiry-based model in the teaching of Microbiology Experiment

摘要:

在新质生产力蓬勃发展、对跨学科创新人才需求日益迫切的背景下，为突破传统实验教学的时空与内容局限，本研究基于建构主义理论，依托学校自主开发的“高产淀粉酶菌株的分离筛选与鉴定”虚拟仿真平台和课程组自建的微生物学慕课，在绍兴大学酿酒工程专业微生物学实验教学中实施了虚实结合的课题探究式教学模式。该模式以“高产淀粉酶菌株的分离筛选与鉴定”为探究课题，通过11个虚实结合的连贯实验，突破了传统实验教学的时空限制，实现了微生物学、生物化学、分子生物学等多学科知识的有机整合，促进了生物技术与信息技术的深度融合，拓展了实验内容的深度与广度，培养了学生的跨学科素养和实践能力，为新质生产力人才培养提供了新路径。

Abstract:

Against the backdrop of booming new quality productive forces and a growing demand for interdisciplinary talents, this study aims to address the limitations of traditional experimental teaching in time, space, and contents. According to the constructivist theory, we introduced a virtual-physical integrated inquiry-based model into the teaching of Microbiology Experiment for the brewing engineering major at Shaoxing University. We utilized two key resources—a virtual simulation platform called “isolation, screening, and identification of high-yield amylase-producing strains” and a self-built MOOC for the course—developed by our institution. Our teaching model used the “isolation, screening, and identification of high-yield amylase-producing strains” as its core research project. It broke through the spatiotemporal limitations of traditional experimental teaching by organizing 11 coherent virtual-physical integrated experiments. The approach effectively integrated knowledge from microbiology, biochemistry, molecular biology, and other disciplines and fostered a deep combination of biotechnology and information technology. Furthermore, it expanded the depth and breadth of the experimental contents. Ultimately, it cultivated students’ interdisciplinary literacy and practical skills, paving a new way for training talents suited for new quality productive forces.