新工科背景下《环境毒理与健康风险》“医工交叉–虚实结合–产教协同”三维融合教学模式探索

Exploration of a Three-Dimensional Integrated Teaching Model of “Medical-Engineering Interdisciplinarity, Virtual-Actual Combination, and Industry-Education Collaboration” for the Environmental Toxicology and Health Risk under the Background of Emerging Engineering Education

摘要: 新工科建设对当代研究生人才培养提出了学科交叉融合、数智技术赋能、产教协同育人等系统性要求。在此背景下，针对当前环境科学与工程专业研究生课程《环境毒理与健康风险》存在的学科壁垒明显、实验教学受限、理论与实际脱节等痛点，本研究提出“医工交叉–虚实结合–产教协同”的三维融合教学模式改革方案。该模式尝试从教学内容、教学方法、考核方式三个维度展开，包括：以医工交叉重构课程知识体系，将医学/公共卫生知识模块有机嵌入环境毒理学教学；以虚拟仿真实验与毒性大数据分析替代传统动物实验，构建虚实结合的教学体系；以产教协同共建真实污染场景全链条案例库，实施“问题链”驱动教学。改革旨在打破传统“剂量–效应”实验范式，向“智能毒性预测”与“健康风险评估”的教学新范式转型，从而有效提高教学质量，激发学生兴趣，并为研究生层次环境健康人才培养提供可借鉴的实践路径。

Abstract: The development of emerging engineering education has put forward systematic requirements for contemporary postgraduate talent cultivation, including interdisciplinary integration, digital intelligence technology empowerment, and industry-education collaborative education. Against this backdrop, in response to the prominent issues in the current graduate course Environmental Toxicology and Health Risk for Environmental Science and Engineering majors—such as obvious disciplinary barriers, limited experimental teaching, and disconnection between theory and practice, this study proposes a three-dimensional integrated teaching reform scheme featuring “medical-engineering interdisciplinarity, virtual-actual combination, and industry-education collaboration”. This model attempts to implement reforms from three dimensions: teaching content, teaching methods, and assessment approaches. Specifically, it includes: restructuring the course knowledge system through medical-engineering interdisciplinarity by embedding medical/public health knowledge modules into environmental toxicology teaching; replacing traditional animal experiments with virtual simulation experiments and toxicological big data analysis to build a teaching system that combines virtual and actual components; and establishing a full-chain case library of real pollution scenarios through industry-education collaboration, implementing a “problem chain”-driven teaching approach. The reform aims to break away from the traditional “dose-effect” experimental paradigm and transition toward a new teaching paradigm of “intelligent toxicity prediction” and “health risk assessment”, thereby effectively improving teaching quality, stimulating student interest, and providing a replicable practical pathway for the cultivation of graduate-level environmental health talents.