科研驱动天然药物化学本科教学的探索与实践

Exploration and Practice on Scientific Research-Driven Undergraduate Teaching of Medicinal Chemistry of Natural Products

摘要: 针对天然药物化学本科教学中理论与实践脱节、教材内容更新滞后、学生科研创新能力培育体系缺失等共性教学痛点，开展科研驱动、科教融合一体化教学改革实践。依托情境学习理论、维果茨基最近发展区理论构建科教融合理论框架，建立筛选–简化–嵌入三级标准化流程，将学科前沿、原创科研成果、科研平台与科研经验系统融入课堂教学；依托实验室与科研项目，设计三层梯度教学案例、四级阶梯式科研培养支架，指导本科生开展药用植物化学成分分离、结构鉴定与活性评价，形成“前沿成果进课堂、科研实操进实验室、创新成果驱动全过程教学”的一体化模式。采用解释性序贯混合研究法(定量统计 + 质性深度访谈)开展教学成效评估，通过对照组/实验组成绩对比、结构化深度访谈三维数据交叉验证改革效果。实践表明：该模式可在保障学生基础理论掌握水平不变的前提下，显著提升学生课堂参与度、分项平时学习表现与自主科研创新产出；本文客观剖析模式落地的师资、仪器、经费三类约束条件，构建分院校层级资源降维适配对照表，配套差异化落地实施方案，可为药学、制药工程、中药学同类专业核心课程教学改革提供标准化、可差异化复制的实践范式。

Abstract: To address common teaching bottlenecks in the undergraduate course of Medicinal Chemistry of Natural Products, including challenges of integrating theoretical knowledge with scientific practice, outdated textbook content, and the absence of a systematic training system for fostering students’ scientific research and innovation capabilities, this study explored a research-driven teaching reform model and the integration of teaching and research. Guided by situated learning theory and Vygotsky’s zone of proximal development theory, a comprehensive theoretical framework for teaching-research integration was constructed. We established a standardized three-stage transformation workflow (screening-simplification-embedding) to systematically integrate cutting-edge top-journal advances, original research findings from our research group, large-scale research platforms and frontline academic experience through the full teaching chain of pre-class preparation, in-class lectures and after-class extension. Relying on the college’s specialized laboratories and ongoing research projects on ethnic medicinal plants, we developed three-tier gradient teaching cases (basic consolidation - extended advancement - innovative inquiry) and a four-level laddered training scaffold for scientific research. Undergraduates received phased guidance to complete full-cycle research training covering the extraction and separation of chemical constituents from medicinal plants, spectral structural identification, and in vitro biological activity evaluation, forming a closed-loop integrated education model: “Bring frontier advances into classrooms, embed scientific research operations in laboratories, and drive whole-process teaching with innovative research outcomes”. The explanatory sequential mixed-methods approach (quantitative statistics + qualitative in-depth interviews) was adopted for comprehensive evaluation of teaching effectiveness. Parallel experimental and control groups from the same major were set up. Three-dimensional datasets—itemized course scores, students’ research outputs, and layered structured in-depth interviews—were combined with independent sample t-tests and chi-square tests to quantify disparities and cross-verify the practical effects of the reform. Practical results demonstrate that while maintaining students’ mastery of fundamental theoretical knowledge at a stable level, this model can markedly boost students’ active classroom engagement, segmented formative academic performance, and independent research innovation outputs. This paper objectively analyzes three core restrictive factors limiting model implementation: faculty resources, precision instruments, and special research funding. We construct a comparison table for hierarchical dimensionality reduction adaptation tailored to universities with varying resource endowments, and propose differentiated tiered implementation schemes. The research can provide standardized, flexibly replicable practical paradigms for the teaching reform of core courses for majors such as Pharmacy, Pharmaceutical Engineering, and Chinese Materia Medica.