科研反哺教学驱动的“代谢工程”课程教学改革探索

Research-integrated pedagogical reform in the Metabolic Engineering course

摘要:

针对本科生“代谢工程”课程中存在的知识碎片化、案例更新滞后以及理论与实践脱节等问题，构建了以科研反哺为核心的教学改革模式。通过将最新研究成果转化为教学资源，形成由表型感知、机理解析到调控优化的递进结构，围绕代谢路径重构与动态调控等关键主题组织教学，并以实验室实践、参加创新项目和学科竞赛等形式实现课堂外延。同时，设计形成性与终结性相结合的多维评价，量化知识掌握、数据解读、方案设计与实践操作等指标。本模式在内容更新、案例本土化与工程化训练上协同推进，缓解教材滞后与理论-实践割裂，强化学生的系统分析与工程设计能力，可为生物工程类课程的持续优化与推广提供可复制的实施路径。

Abstract:

To address the fragmented knowledge, lagging case updates, and disconnect between theory and practice in the Metabolic Engineering course for undergraduates, we established a teaching reform model centered on research-integrated pedagogy. By translating the latest research outputs into instructional resources, the model constructs a progressive sequence from phenotype perception to mechanism elucidation and regulatory optimization. Instruction is organized around key themes such as pathway reconstruction and dynamic regulation, and is extended beyond the classroom through laboratory practices, participation in innovation projects, and academic competitions. In parallel, a multidimensional assessment framework combining formative and summative components is designed, quantifying knowledge mastery, data interpretation, design capability, and practical operation. Through coordinated endeavor in content updating, localization of case studies, and engineering-oriented training, the model alleviates textbook latency and the theory-practice divide and strengthens students’ systems analysis and engineering design abilities, providing a replicable implementation pathway for the continuous optimization and dissemination of biotechnology courses.