“双创”背景下大学生创新训练的教学改革路径探索——以一项跨学科生物传感创新训练为例

Exploration of Teaching Reform Paths for College Students’ Innovation Training under the Background of “Mass Entrepreneurship and Innovation”—Taking an Interdisciplinary Biomedical Sensor Innovation Training as an Example

摘要: 在“大众创业、万众创新”国家战略的持续推动下，高校创新创业教育已成为高等教育改革的重要方向。大学生创新训练计划作为“双创”教育的关键载体，旨在通过真实、前沿的科研项目培养学生解决复杂问题的综合能力。本文以一项跨学科的“二氧化锰纳米片介导的杂交链式反应用于细胞内碱基切除修复酶的检测及成像”大学生创新训练项目为案例，系统探讨在“双创”背景下如何通过项目驱动的教学模式改革，有效提升学生的创新思维、科研素养与实践能力。文章首先剖析当前高校在开展创新训练过程中普遍存在的项目质量不高、师资结构单一、资源整合不足、创新氛围不浓等现实问题，进而结合该生物传感项目的设计与实施全过程，从项目选题与设计、跨学科资源整合、师资协同指导、创新文化营造四个方面，提出一套可操作的教学改革路径。本研究不仅展示了项目驱动教学在提升学生科研能力与创新竞争力方面的显著成效，也为高校深化“双创”教育、构建产学研融合的创新训练体系提供了实践参考与理论启示。

Abstract: In light of the national initiative promoting “mass entrepreneurship and innovation”, innovation and entrepreneurship education has emerged as a pivotal component of higher education reform. The Undergraduate Innovation Training Program serves as a core platform for cultivating students’ abilities to address complex scientific challenges through authentic and cutting-edge research. This paper presents a case study of an undergraduate project titled “Hybrid Chain Reaction Mediated by Manganese Dioxide Nanosheets for the Detection and Imaging of Intracellular Base Excision Repair Enzymes”, aiming to explore how project-based teaching models can be reformed within the framework of innovation and entrepreneurship education to enhance students’ innovative thinking, scientific literacy, and practical skills. First, the study identifies prevalent challenges in current undergraduate innovation programs, including suboptimal project quality, limited faculty diversity, inadequate integration of interdisciplinary resources, and a lack of supportive innovation culture. Subsequently, drawing from the design and implementation of this biosensor project, the paper proposes a practical framework for pedagogical reform across four dimensions: project topic selection and design, interdisciplinary resource coordination, collaborative mentorship, and the cultivation of an innovation-oriented academic environment. The findings demonstrate that project-driven instruction significantly strengthens students’ research capabilities and innovation competitiveness. Furthermore, this study offers actionable insights and theoretical implications for institutions seeking to advance innovation and entrepreneurship education and establish integrated industry-university-research training systems.