合成生物学已成为全球研发及商业开发的热点领域,将实现未来的经济大挪移,同时,合成生物学是交叉性极强的应用学科,因此,合成生物学是良好的构建“专创融合”的课程载体。文章采用双PBL法,即将问题式学习法(Problem-based learning)和...合成生物学已成为全球研发及商业开发的热点领域,将实现未来的经济大挪移,同时,合成生物学是交叉性极强的应用学科,因此,合成生物学是良好的构建“专创融合”的课程载体。文章采用双PBL法,即将问题式学习法(Problem-based learning)和项目式学习法(Project-based learning)贯穿合成生物学授课全过程,以学生为中心,着力培养学生发现问题、解决问题的创新意识与创新能力,构建“课创融合、专创融合、赛创融合、产创融合”的立体教学网络,解决专业与产业脱节的问题。Synthetic biology has emerged as a hotspot in global research and commercial development, promising to drive significant economic shifts in the future. At the same time, synthetic biology is a highly interdisciplinary applied discipline. Therefore, it serves as an excellent curriculum carrier for building the integration of “specialty and innovation and entrepreneurship”. This article adopts a dual PBL approach, integrating problem-based learning and project-based learning throughout the entire synthetic biology teaching process. With student-centered, it focuses on cultivating students’ innovative consciousness and ability to identify and solve problems, and constructs a three-dimensional teaching network that integrates “course innovation, specialty innovation, competition innovation, and industry innovation”, addressing the issue of the “mismatch” between majors and industries.展开更多
文摘合成生物学已成为全球研发及商业开发的热点领域,将实现未来的经济大挪移,同时,合成生物学是交叉性极强的应用学科,因此,合成生物学是良好的构建“专创融合”的课程载体。文章采用双PBL法,即将问题式学习法(Problem-based learning)和项目式学习法(Project-based learning)贯穿合成生物学授课全过程,以学生为中心,着力培养学生发现问题、解决问题的创新意识与创新能力,构建“课创融合、专创融合、赛创融合、产创融合”的立体教学网络,解决专业与产业脱节的问题。Synthetic biology has emerged as a hotspot in global research and commercial development, promising to drive significant economic shifts in the future. At the same time, synthetic biology is a highly interdisciplinary applied discipline. Therefore, it serves as an excellent curriculum carrier for building the integration of “specialty and innovation and entrepreneurship”. This article adopts a dual PBL approach, integrating problem-based learning and project-based learning throughout the entire synthetic biology teaching process. With student-centered, it focuses on cultivating students’ innovative consciousness and ability to identify and solve problems, and constructs a three-dimensional teaching network that integrates “course innovation, specialty innovation, competition innovation, and industry innovation”, addressing the issue of the “mismatch” between majors and industries.
