生成式AI在生物分离工程教学中的创新应用探索

Generative AI in Bioseparation Engineering Teaching: An Exploration of Innovative Applications

摘要: 生物分离工程作为生物工程专业的核心课程，知识体系复杂抽象，传统教学长期面临教学效能与学习成效的双重困境。针对学生学习动力不足、课堂参与度低、教学方式单一及评价机制僵化等问题，本研究以“蛋白质层析纯化”典型单元为实践载体，构建生成式人工智能驱动的“教–学–评”一体化教学模式。教：通过AI生成虚拟仿真实验、动态知识图谱、个性化教案与行业案例；学：智能学伴实时答疑、自适应路径规划与前沿资源推送；评：作业智能批阅、学习行为诊断与过程性反馈闭环。教学实践表明，该模式显著提升学生对分离原理的理解深度与技术应用能力，课堂参与度与高阶思维能力同步增强。同时，将课程思政有机融入AI生成内容，结合生物制药“卡脖子”技术攻关、绿色分离工艺等产业热点，引导学生树立科技报国志向与工程伦理意识，实现知识传授、能力培养与价值引领的有机统一。

Abstract: Bioseparation Engineering, a core course in bioengineering programs, features a complex and abstract knowledge system, and traditional pedagogy has long grappled with the dual challenges of limited teaching efficacy and suboptimal learning outcomes. To address persistent issues including low student motivation, minimal classroom engagement, monotonous instructional methods, and inflexible assessment mechanisms, this study adopts “protein chromatographic purification” as a representative teaching module to develop a Generative Artificial Intelligence (Generative AI)-driven integrated “Teaching-Learning-Assessment” instructional framework. Specifically: in the teaching dimension, AI generates virtual simulations, dynamic knowledge graphs, personalized lesson plans, and industry-relevant cases; in the learning dimension, an intelligent learning companion offers real-time, adaptive pathway recommendations, and curated frontier resources; in the assessment dimension, the system enables intelligent homework evaluation, learning behavior analytics, and closed-loop formative feedback. Empirical teaching results demonstrated significant improvements in students’ conceptual mastery of separation principles, technical application competence, classroom participation, and higher-order thinking skills. Furthermore, ideological, and political education was seamlessly embedded within AI-generated content-contextualized through biopharmaceutical “bottleneck” technology breakthroughs and green separation innovations-to foster students’ commitment to serving the nation through science and technology and strengthen engineering ethics awareness. The model realizes the organic integration of knowledge transmission, capability development, and value cultivation.