科技小院赋能的表观遗传学课程“场景-模块”双化教学改革

An academic investigation into the “scenario-module” dual teaching reform of Epigenetics facilitated by the Science and Technology Backyard

摘要:

在新工科建设与产教融合深度融合的背景下，研究生课程教学亟需突破传统知识灌输模式，转向以创新能力与实践素养为核心的高阶能力培养。表观遗传学作为生命科学前沿核心课程，内容抽象、迭代迅速，并且传统教学中理论与产业实践脱节，教学实施面临挑战。本研究基于建构主义学习理论与“做中学”理念，依托科技小院(一种集人才培养、科技创新与社会服务于一体的产教融合平台，通过师生常驻生产一线，实现科研与产业需求无缝对接)的真实产业场景与项目资源，构建并实践了“场景化-模块化”双化教学模式。场景化是以科技小院中的真实产业问题为驱动，将课程内容嵌入具体生产场景，使抽象理论转化为可感知的实践情境；模块化则是将课程内容重构为“表观遗传学基础理论-产业应用技术-前沿课题探究”三大模块，每个模块均与科技小院等产业场景深度耦合，形成“理论-技术-应用”的闭环链条；最后，融合项目式学习(project-based learning, PBL)与“双导师”机制(校内导师与产业导师协同)，对教学流程进行再造，引导学生针对真实产业问题，开展系统性的全流程训练。改革实践表明，该模式较好地解决了传统教学中理论与实践脱节的问题，显著提升了学生在知识深度理解、科研创新思维、技术方案设计与跨学科产业问题解决等方面的综合能力，为生命科学、农学及微生物技术等前沿交叉学科的研究生课程教学改革提供了可借鉴的实践路径与理论支撑。

Abstract:

In the context of the deep integration between emerging engineering education and industry-education collaboration, graduate course instruction urgently requires a departure from the conventional model of knowledge transmission. Instead, it must focus on cultivating higher-order competencies, particularly those centered on innovation capability and practical literacy. As a cutting-edge core course in life sciences, Epigenetics presents challenges due to its abstract content and rapid evolution, while conventional teaching methods often suffer from a disconnect between theoretical knowledge and industrial practice, which complicates instructional implementation. This study, grounded in constructivist learning theory and the “learning by doing” paradigm, utilizes authentic industrial scenarios and project resources from the Science and Technology Backyard (an industry-education collaboration platform that combines talent cultivation, technological innovation, and social services, here, teachers and students engage at production frontlines to achieve seamless alignment between research and industrial needs), a “scenario-module” dual-teaching mode is constructed and implemented through the following pathways. Scenario-driven learning focuses on real-world industry issues within the Technology Extension Hub embedding course contents into specific production contexts to transform abstract theories into tangible practical scenarios. Modular restructuring organizes the course into three core modules: fundamental epigenetic theories, industrial application technologies, and frontier research topics, each deeply integrated with industry settings such as the Technology Extension Hub, thereby forming a closed-loop chain of theory-technology-application. Through the integration of project-based learning (PBL) with a dual-mentor model (comprising coordinated guidance from both academic and industry mentors) restructures the pedagogical process to enable students to engage in systematic, rigorous, and contextually grounded training centered on authentic industrial challenges. Reform practices have demonstrated that this model effectively addresses the disconnection between theory and practice commonly found in conventional teaching methods. It significantly enhances students’ overall capabilities in deep knowledge comprehension, scientific research and innovative thinking, technical solution design, and interdisciplinary problem-solving within industrial contexts. This model offers both practical pathways and theoretical support for graduate education reform in cutting-edge interdisciplinary fields such as life sciences, agriculture, and microbial technology.