产教融合驱动下地方高校“生物技术制药”应用型课程建设

Developing the applied course Biotechnological Pharmaceutics under industry-education integration in regional universities

摘要:

针对地方高校应用型课程普遍存在的教学内容滞后于产业技术发展、实践环节与岗位能力要求不匹配、产学协同机制不健全等产教脱节问题，本文以“生物技术制药”课程为例，探索产教融合驱动的教学改革实践。课程以药品研发生产流程为教学主线，构建了涵盖“理念-机制-架构-模式-过程”这5个维度的融合育人体系，将产业标准贯穿于教学过程。在课程内容重构方面，引入工程细胞株与生产工艺等真实企业要素，并据此开展基于实验设计(design of experiments, DOE)理念的教学任务设计，实现产业要求向教学要素的系统转化；在教学模式创新方面，依托“四位一体”教学平台(线上资源库/线下教学/实验中心/企业平台)，采用“虚实结合、校企交替”的教学组织形式，引导学生实践“设计-构建-测试-学习”的工程循环；在考核评价改革方面，建立由企业导师深度参与的“双轨三阶”的量化评价机制(兼顾过程与结果评价，覆盖课前、课中、课后)，推动考核标准与用人需求的有效对接。实践结果表明，改革后学生成绩优良率显著提升，面试成功率较往届明显增长，多名学生入职合作企业，并在省级以上科创竞赛中屡获佳绩，课程目标达成度稳步提高。本实践为生物医药类课程提供了可推广的产教融合范式，对地方高校新质生产力人才培养具有参考价值。

Abstract:

The applied courses at regional universities face common industry-education disconnect problems, including course contents lagging behind industrial technological advancements, mismatches between practical training and job competency requirements, and underdeveloped industry-education collaboration mechanisms. To address these problems, this study explores teaching reform practices driven by industry-education integration for Biotechnological Pharmaceutics. Focusing on the drug R&D and production process, we developed an education system featuring five-dimensional integration (concept-mechanism-structure-mode-process) that embeds industrial standards throughout the teaching process. For content restructuring, industrial elements such as engineered cell lines and production protocols were introduced and transformed into design of experiments (DOE)-based tasks, which effectively converted industrial requirements into teaching components. For teaching mode innovation, a “four-in-one” (online resources, offline instruction, laboratory centers, and enterprise platforms) teaching ecosystem was established to guide students through the “design-build-test-learn” engineering cycle via a “virtual-physical combination and university-enterprise alternation” approach. For assessment reform, a “dual-track (emphasizing both process and outcome evaluation), three-stage (before, in, and after class)” quantitative assessment system involving the participation of enterprise mentors was established to align assessment standards with talent demands. After the reform, the proportion of students with excellent and good grades increased significantly, and the interview success rate improved. A number of students were employed by partner enterprises. Moreover, students won multiple awards in provincial-level or higher discipline competitions. The results indicated that the course objective achievement was steadily enhanced. This practice provides an industry-education integration framework for biopharmaceutical courses and serves as an example for regional universities in cultivating talents for developing new quality productive forces.