能力进阶导向的双轨联动教学模式构建与实践——以合成生物学实验课程为例

Construction and Practice of a Dual-Track Interactive Teaching Model Oriented by Competency Progression—A Case Study of a Synthetic Biology Experimental Course

摘要: 研究针对传统医学实验教学“重操作轻能力”问题，提出并实践了以“能力进阶”为导向的“双轨制”教学体系。该体系通过“验证性实验轨–设计性实验轨”的双轨联动模式，以验证性实验奠定技术基础、规范操作流程，培养学生核心技能与科学态度。设计性实验在此基础上驱动学生自主设计实验方案，解决复杂问题并激发创新思维。两轨通过“技术奠基–能力跃迁”闭环路径协同合作，实现知识、技能与思维的螺旋上升。结合《合成生物学》课程实践验证，构建了从“技术掌握”到“创新思维”的清晰递进“能力链”。动态评价体系贯穿教学全程，多维度评价方法全面追踪学生能力发展。结果表明，该模式显著提升了学生的实验操作水平、问题解决能力与创新意识，增强了学生对课程知识的理解深度与参与度，激发了实验课参与积极性，提升了团队协作能力。

Abstract: This study addresses the issue of “emphasizing operation over competence” in traditional medical experimental teaching by proposing and implementing a “dual-track” teaching system oriented by “competency progression.” Through an interactive model of “verification-based experiment track - inquiry-based experiment track,” the system uses verification-based experiments to establish a technical foundation and standardize operational procedures, cultivating students’ core skills and scientific attitudes. Building on this, inquiry-based experiments drive students to independently design experimental schemes, solve complex problems, and stimulate innovative thinking. The two tracks collaborate through a closed-loop path of “technical foundation - competency leap,” achieving a spiral progression of knowledge, skills, and thinking. Practice in the “Synthetic Biology” course demonstrated the establishment of a clear progressive “competency chain” from “technical mastery” to “innovative thinking.” A dynamic evaluation system, integrated throughout the teaching process, employs multi-dimensional assessment methods to comprehensively track students’ competency development. Results indicate that this model significantly enhances students’ experimental operational skills, problem-solving abilities, and innovative awareness, deepens their understanding and engagement with course knowledge, boosts participation in experimental classes, and improves teamwork capabilities.