专创融合背景下“互联网+”创新创业大赛与微生物学课程赛教融合的实践

Practice on the integration of “Internet plus” innovation and entrepreneurship competition and microbiology course competition under the background of Specialty-and-Creation integration

摘要:

为提高本科生的培养质量，本文以“互联网+”大学生创新创业大赛为切入点，分析了微生物学专创融合课程建设的背景、必要性和可行性。微生物学课程组针对赛教融合开展的改革措施包括：(1) 构建强实践、跨学科的创新创业资源库，以思创融合践行价值引领；(2) 建立“以学生为中心”的混合式教学模式，引导学生主动学习；(3) 建立复合型师资队伍，为赛教融合改革提供智力支持；(4) 建立多元化的科学合理的评价模式，与行企业的人才评价标准接轨。本文还从“互联网+”大赛的项目培育、选题与指导参赛实践等角度阐述了赛教融合的具体实施。随后以问卷调查的方式分析了赛教融合成效，提示赛教融合模式提升了学生的创新能力和创业思维、分析和解决复杂问题的能力，以及社会责任感和担当等综合素质，整体上促进了本科教育的高质量发展。该模式实现了创新性、高阶性和挑战度的一流本科课程教学目标，达到了知识传授、能力培养与课程思政素质提升“三位一体”的育人效果，对地方本科院校应用型人才培养具有借鉴推广价值。

Abstract:

To improve the training quality of undergraduates, this paper analyzes the background, necessity and feasibility of the construction of specialized innovation and integration courses in microbiology, taking “Internet plus” innovation and entrepreneurship competition as the starting point. The reform measures implemented by the Microbiology curriculum team for the integration of competition and teaching include: (1) Building a strong practice and interdisciplinary innovation and entrepreneurship resource base, and practicing value guidance through the integration of creativity and innovation; (2) Established a “student-centered” mixed teaching model to guide students to learn actively; (3) To establish a composite team of teachers to provide intellectual support for the reform of the integration of competition and education; (4) Establish a diversified scientific and reasonable evaluation model, which is in line with the talent evaluation standards of enterprises. This paper also expounds the concrete implementation of the integration of competition and education from the perspectives of the project cultivation, selection and guidance of competition practice of “Internet plus” competition. Then, it analyzes the effect of the integration of competition and teaching by means of questionnaire survey, suggesting that the integration of competition and teaching improves students’ comprehensive qualities such as innovative ability and entrepreneurial thinking, ability to analyze and solve complex problems, social responsibility, and promotes the high-quality development of undergraduate education on the whole. This model achieves the goal of innovative, advanced and challenging first-class undergraduate course teaching, and achieves the “trinity” education effect of knowledge impartation, ability cultivation and curriculum ideological and political quality improvement, which has reference and promotion value for local undergraduate colleges and universities to cultivate applied talents.