Bioengineering is an undergraduate major of China's ordinary colleges and universities, which belongs to the specialty of bioengineering. The basic length of schooling is four yearsEngineeringbaccalaureate.[1]
Based on life science, food science and engineering, this major aims to emphasize the cultivation of students' professional knowledge, basic skills, innovative thinking and scientific research ability, and pay attention to the basic training of applied research, engineering design and industrial management;The teaching and research contents of bioengineering, including genetic engineering, cell engineering, protein engineering, enzyme engineering, fermentation engineering and biological reaction engineering, require students to master the basic theory and knowledge of biology, biochemical engineering, chemical engineering and other disciplines, and master genetic engineering, enzyme engineering, biochemical reaction and catalytic engineering, cell culture and microbial fermentation engineeringBasic technologies in bioseparation engineering and engineering calculation.[2]
In April 1989, in the Catalog and Introduction of Undergraduate Specialty of Ordinary Institutions of Higher Learning: Science and Engineering, Agriculture, Forestry and Medicine, the specialty of bioengineering was set up on a trial basis. The specialty code is Agricultural Science Test 0101, which belongs to the basic category of agronomy.[4]
In July 1993, in the Catalog and Profile of Undergraduate Specialty of General Higher Education (issued in July 1993), the original bioengineering (agricultural science test 0101) and bioengineering technology (science another 11) were merged into biotechnology, and the specialty code was set as 070404 *, belonging to the category of biological science.[5]
In 1998, the Ministry of Education issued the Comparison Table of New and Old Specialties in the Undergraduate Specialty Catalog of Ordinary Colleges and Universities (issued in 1998), which merged the original biochemistry (part) (specialty code 081205), microbial pharmacy (specialty code 081211), biochemical engineering (part) (specialty code 081216W), and fermentation engineering (specialty code 081308) into the specialty of bioengineering,The major code is 081801, which can be awarded with a bachelor's degree in engineering. It is a bioengineering major.[6]
On September 14, 2012, the Ministry of Education issued the Catalogue of Undergraduate Specialties in Ordinary Institutions of Higher Learning (2012), formulated the Comparison Table of New and Old Specialties in the Catalogue of Undergraduate Specialties in Ordinary Institutions of Higher Learning, and merged the original bioengineering (specialty code 081801), biosystem engineering (specialty code 081906W), and light industry biotechnology (specialty code 081410S) into the engineering discipline,The specialty code is 083001, which belongs to bioengineering specialty.[7]
On February 21, 2020, the Ministry of Education issued the Catalogue of Undergraduate Specialties in Ordinary Institutions of Higher Learning (2020 Edition). The bioengineering specialty is an engineering specialty, with the specialty code of 083001. It belongs to the bioengineering specialty, and is awarded a bachelor's degree in engineering for four years.[8]
Training objectives
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The training goal of bioengineering specialty is to cultivate all-round development of morality, intelligence, physique and beauty through various education and teaching activities, with sound personality, correct world outlook, outlook on life and values, and good basic knowledge of humanities and social sciences and humanistic cultivation.High quality professionals who have basic knowledge of biology and engineering, master the scientific principles of large-scale manufacturing of biological products, and are familiar with basic theories and skills such as biological process flow and engineering design. They can engage in design, production, management, new technology research, and new product development in the field of bioengineering.[1]
Cultivation specification
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Length of schooling and degree
Length of schooling: 4 years
Degree awarded: Bachelor of Engineering
Total reference credits: General requirements: total credits=total curriculum credits (no less than 140 credits)+practical link courses [military training+engineering skills training+cognition practice and production practice+scientific research training+graduation design (thesis) (no less than 25 credits)].The total credits shall not be less than 165 but not more than 180, of which the total practice links shall not be less than 25 weeks.Colleges and universities can also make appropriate adjustments to credits and class hours according to the actual situation of running a school.The minimum class hours or experimental time of each course shall be formulated by colleges and universities in consideration of the differences in classroom teaching, online learning, self-study and other learning forms.[1]
Basic requirements for talent cultivation
1. Ideological politics and moral education
In accordance with the unified requirements of the Ministry of Education.
2. Business
one
Systematically master the basic knowledge and theory of bioengineering.
two
Master the basic skills of bioengineering experiments and operations such as fermentation engineering, genetic engineering, biological reaction engineering, biological separation engineering, and bioengineering equipment.
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Master the basic knowledge of mathematics, physics, chemistry, informatics, chemical engineering and other disciplines required by the specialty, and master solid basic knowledge related to biology.
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Be familiar with the relevant guidelines, policies and regulations of bioengineering and its industry.
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Have a preliminary grasp of the methods and means of bioengineering research, and initially have the ability to find, propose, analyze and solve bioengineering related problems.
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Have good self-learning habits and ability, good expression and communication ability, certain computer and information technology application ability, independent learning and self-development ability.
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Have a certain international vision, certain foreign language application ability and cross-cultural communication and cooperation ability.
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Have a certain sense of innovation, critical thinking and the concept of sustainable development, and have the ability to practice bioengineering and technological innovation.
All colleges and universities can strengthen or increase the requirements of knowledge, ability and quality in some aspects on the basis of the above business requirements according to their own positioning and talent training objectives, combined with the characteristics of disciplines, industry and regional characteristics and the needs of student development, to form the characteristics of bioengineering talent training.
3. Sports
Grasp the general knowledge and basic methods of sports, form good physical exercise and health habits, and meet the national standards for college students' physical exercise.[1]
Curriculum system
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Overall framework
Course teaching includes theoretical teaching and experimental teaching.The curriculum can be set according to the knowledge field, or it can be composed of more than one knowledge field, or it can be composed of relevant knowledge units extracted from each knowledge field, but the final curriculum system should cover the core knowledge units of the knowledge system.
1. Professional theory courses
Professional courses are divided into professional basic courses and professional courses.Specialized basic courses are used to lay the foundation of bioengineering specialty;Professional courses are courses that strengthen professional education according to the characteristics and advantages of the school on the premise of mastering basic professional knowledge. They can be set as compulsory or optional courses.Each core knowledge unit shall be included in the courses taken.The course hours of elective courses in bioengineering should account for more than 25%.The specific name, teaching content, teaching requirements, corresponding class hours, credits and other teaching arrangements of the course shall be determined by each university independently, and relevant elective courses reflecting the characteristics of the school, region or industry shall be set up.
2. Experiment and Practice Course
The proportion of various practical teaching links shall not be less than 25%.[1]
Theoretical courses
General knowledge
In addition to the teaching contents specified by the state, the contents of humanities and social sciences, foreign languages, computer and information technology, sports, art, engineering foundation, and subject introduction are determined by each university according to the school running orientation and talent training objectives.The subject introduction should teach the history and current situation of professional development.
Basic knowledge of discipline
It mainly includes college mathematics (including calculus, linear algebra, probability theory and mathematical statistics), college physics, chemistry and college computers.Chemistry mainly includes inorganic chemistry, organic chemistry, analytical chemistry, physical chemistry and other basic knowledge.Set the content of mathematical application in bioengineering field, such as mathematical model of bioengineering.
The teaching content of mathematics, physics, chemistry and computer should not be lower than the basic requirements formulated by the Ministry of Education's relevant curriculum teaching guidance committee.Colleges and universities can improve the teaching requirements of mathematics, physics and chemistry according to their own talent training orientation to strengthen the relevant foundation of students.
professional knowledge
The professional knowledge system consists of three levels: knowledge field, knowledge unit and knowledge point.The knowledge domain represents a specific discipline sub domain.The knowledge field is divided into knowledge units, representing different directions in each knowledge field.Knowledge unit is divided into core knowledge unit and non core knowledge unit.The core knowledge unit is the most basic knowledge unit necessary for the teaching of the specialty;Non core knowledge unit is the supplement and expansion of core knowledge unit.The selection of core knowledge units is the most basic common teaching standard, and the selection of non core knowledge units reflects the advantages and characteristics of each school.
The core knowledge fields of bioengineering should include seven knowledge fields: the chemical basis of life, the structure, function and important life activities of cells, the structure, function and biodiversity of organisms, the characteristics and metabolism of microorganisms, biology and environment, principles of chemical engineering, and principles and applications of bioengineering.The knowledge units included in each knowledge field are shown in the figure below.(Figures in brackets in the chart are recommended class hours)[1]
Core knowledge fields and knowledge units of bioengineering
Professional theory courses can refer to the following suggested names.
Major basic core courses: general biology, biochemistry, cell biology, principles of chemical engineering, microbiology.
It mainly includes professional practice and internship, graduation design (thesis), scientific research training and engineering training.
Experimental courses such as chemistry, physics, principles of chemical engineering, biology, professional experiments and other experimental teaching shall not be less than 450 class hours.In experimental teaching, we should strengthen the education of laboratory safety awareness and safety protection skills, and focus on cultivating students' innovative awareness and practical ability.
In experimental teaching, a multi-level experimental teaching system of basic experiment comprehensive experiment research experiment should be established, in which the class hours of comprehensive experiment and research experiment should not be less than 20% of the total experimental class hours.Through the cultivation and training of experiment and practical teaching, students should have the operational ability to independently complete the specified content.
Students who want to obtain a bachelor's degree in bioengineering must develop their preliminary ability to engage in scientific research or undertake specialized technical work through the process of graduation design (thesis).The graduation design (thesis) shall be arranged in the fourth academic year, which is in principle one semester.[1]
Teaching conditions
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Teaching staff
Number and structure of teaching staff
The number and structure of full-time teachers meet the needs of professional teaching, and the student teacher ratio is not higher than 15:1.
There should be at least 15 full-time teachers for new majors. On the basis of 120 students, one teacher should be added for every 20 students added.
The proportion of full-time teachers with master's and doctor's degrees shall not be less than 85%.
The proportion of full-time teachers with senior professional titles shall not be less than 30%.
Full time teachers under 35 years of age should have a master's degree or above in related majors, and experimental technicians should have a bachelor's degree or above in related majors.The major of bioengineering is engineering, so the composition of teachers must ensure that there are no less than 30% of teachers with engineering background, and specific colleges and universities can make appropriate allocation according to their own characteristics.[1]
Professional quality requirements of teachers
With the education background of bioengineering, biology or related disciplines, accurately grasp the education and teaching rules of higher education, systematically understand the professional knowledge and skills of bioengineering, skillfully use modern education concepts and teaching technologies, and grasp the new trends of bioengineering discipline and industrial development.
Fulfill the responsibilities of teachers faithfully, teach and educate people, teach strictly, and be a teacher.Teachers' classroom teaching and practical guidance can generally meet the requirements of talent training objectives, with good teaching results and students' basic satisfaction.Actively participate in teaching research, teaching reform and curriculum construction, and actively participate in teachers' professional development.Skillfully use modern teaching methods and combine them with traditional teaching methods, constantly explore and update the teaching content and its manifestation, and improve the classroom teaching effect.Pay attention to the research of teaching methods and improve the teaching level.
Actively participate in scientific research, carry out industry university research cooperation, rigorously study, abide by academic ethics, have a relatively stable scientific research direction, and obtain certain scientific research achievements.Scientific research and teaching are combined, and scientific research promotes teaching significantly.[1]
Institutional environment for teacher development
The specialty should establish basic level teaching organizations, improve the mechanism of teaching discussion, old teachers' guidance, collective lesson preparation and key discussion on teaching difficulties, and provide good working environment and working conditions for teachers.
Strengthen the cultivation of teachers' professional qualifications and experience, and implement the system of teachers' qualifications, the system of young teachers' teaching assistants, and the system of young teachers' teaching trial;The system to ensure that professors and associate professors must give lectures to undergraduates;Implement the training plan for young teachers, strengthen the training of young teachers' engineering ability, establish an efficient professional development mechanism for young teachers, so that young teachers can master teaching skills as soon as possible, and inherit the excellent teaching tradition of the school.Establish and improve the teaching assistant system, allocate appropriate teaching assistants according to the characteristics of the curriculum and the number of students, and assist the lecturer in guiding experiments, correcting homework, and answering questions to achieve better teaching results.
Encourage and support teachers to carry out teaching research and reform, academic research and exchange, and social services.Strengthen the training of educational concepts, teaching methods and teaching technology, and improve the teaching ability and teaching level of full-time teachers.
Set up a teaching quality assurance and monitoring system, promote the scientific and standardized teaching management, and establish a scientific and reasonable teaching performance evaluation mechanism.[1]
Device resources
teaching facilities
1. Bioengineering Teaching Lab
The laboratory construction and environmental protection requirements meet the national standards.The laboratory of basic courses should meet certain requirements. The number of experimental instruments and equipment owned by each student, the total amount of fixed assets of professional laboratory instruments and equipment, and the experimental content should be set up. Colleges and universities can focus on their own characteristics and specific conditions of running a bioengineering major, but must meet the requirements of biology, chemistryRequirements for bioengineering and other experimental courses and laboratory facilities.The bioengineering professional laboratory must be equipped with general biology, microbiology, biochemistry, cell biology, chemical engineering principles and other related laboratories, and bioengineering professional laboratories such as genetic engineering, fermentation engineering, biological reaction engineering, and biological separation engineering.The total amount of fixed assets should reach more than 5 million yuan, and with the development of disciplines and changes in price levels, necessary instruments and equipment and per capita experimental funds should be increased in due time.The professional laboratory should be equipped with a series of supporting instruments and equipment that can ensure students to complete the experiments specified in the experimental teaching syllabus independently or in groups according to the characteristics of the bioengineering specialty.
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The average usable area per student is not less than 2.5 square meters.
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Lighting and ventilation facilities are in good condition, and the layout of water, electricity, gas pipelines and network wiring is safe and reasonable, in line with national standards.The test bench shall be resistant to chemical corrosion, and shall be waterproof and flame retardant.
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The laboratory fire safety meets the national standards.It shall be equipped with eye protection mask, sprayer and eye washer, emergency kit and conventional medicine, and emergency response plan.
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The use and management of laboratory pressure vessels shall comply with national standards.
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There are three waste collection and treatment measures that meet environmental requirements.The noise in the laboratory shall be lower than 55 dB. For the laboratory with ventilation equipment, the noise shall be controlled below 70 dB.
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The purchase, storage and management of chemicals, biological products and biochemical reagents shall comply with relevant national regulations.
2. Experimental Instrument for Bioengineering Teaching
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Basic requirements:Each student has teaching and scientific research equipment worth more than 5000 yuan;One set of basic experimental instruments and equipment, two sets of professional basic experimental instruments and equipment, and four to five sets of professional experimental instruments and equipment.
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Operation requirements:The serviceability rate of instruments and equipment shall be more than 95%, and the operation and maintenance cost shall be more than 3% of the total value of instruments and equipment.
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Update requirements:Generally, the average annual renewal and transformation rate of electromechanical equipment should be more than 8%, that of electronic instruments should be more than 10%, and that of computers should be more than 20%.
3. Experimental teacher allocation
Each teacher (excluding teaching assistants) shall not guide more than 32 students in the experiment at the same time (experimental natural class), and shall be equipped with necessary teaching assistants.
4. Practice base
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Practice and training base:All colleges and universities should strengthen cooperation with scientific research institutes, schools, industries and enterprises according to the characteristics of their bioengineering majors and the employment destinations of students, and establish relatively stable and distinctive professional practice and training bases inside and outside the school to meet the needs of professional talent training.Through the practice in factories and enterprises, students can better understand the actual situation of production and lay the foundation for solving production problems.
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Science and technology activity base:Build a base for college students' scientific and technological innovation activities, and carry out a certain number of scientific and technological innovation projects to teach students in accordance with their aptitude and develop students' potential.[1]
information resources
1. Basic information resources
Provide professional training programs, syllabus, teaching requirements, assessment requirements, graduation review requirements and other basic teaching information of each course through manuals or websites.
2. Textbooks and reference materials
Select representative textbooks that conform to the syllabus or professional specifications.Public courses, professional basic courses, professional course textbooks and experimental instructions should be official publications, but colleges and universities can choose some self-made textbooks or handouts that meet the basic teaching requirements, as well as corresponding experimental practice instruction handouts according to the advantages and characteristics of the discipline.If conditions permit, schools can choose foreign language textbooks that reflect the international level to carry out bilingual or full English teaching.Qualified schools should actively organize high-level teachers to compile textbooks.While attaching importance to the construction of paper textbooks, we should also strengthen the construction of multimedia network and other teaching resources.
3. Book information resources
According to the needs of bioengineering specialty construction, curriculum construction and discipline development, strengthen the construction of books and materials.Pay attention to system construction and standardized management, ensure the input of books and materials procurement funds, so as to better serve the teaching and scientific research work.Books and materials shall include Chinese and foreign periodicals and books and materials in paper, CD, audio and video, database and other carriers.[1]
Teaching funds
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Average annual teaching operation cost:According to the relevant regulations of the Ministry of Education, no less than 20% of the tuition fees are directly used for teaching.According to the training objectives and the rapid development characteristics of bioengineering discipline, teaching funds can meet the needs of talent training and increase steadily with the growth of education funds.
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Total value of new teaching and scientific research instruments and equipment:On average, the value of newly added teaching and scientific research instruments and equipment each year is not less than 10% of the total value of the equipment.For majors with total value of teaching and scientific research instruments and equipment exceeding 5 million yuan, the average annual increase of teaching and scientific research instruments and equipment value shall not be less than 500000 yuan.The above data must be properly adjusted according to the total level of objects in that year.
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Value of instruments and equipment for new majors:For the newly opened bioengineering specialty, the total value of teaching and scientific research instruments and equipment shall not be less than 5 million yuan, and the average value of teaching and scientific research instruments and equipment for students shall not be less than 5000 yuan.
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Instrument and equipment maintenance cost:The annual average maintenance cost of professional instruments and equipment shall not be less than 1% of the total value of instruments and equipment.[1]
Quality assurance
Based on the construction of relevant rules and regulations, quality monitoring system and mechanism of the school and college, the specialty should establish a professional teaching quality monitoring and student learning status and development tracking mechanism in combination with its own positioning.
1. Requirements for quality monitoring mechanism of teaching process
The quality monitoring mechanism should be established for the main teaching links (including theoretical courses, experimental courses, etc.) to effectively monitor the implementation process of the main teaching links;Each main teaching link should have clear quality requirements;A regular evaluation mechanism should be established for the curriculum system and the teaching quality of the main teaching links, and attention should be paid to the opinions of students and experts inside and outside the school.
For the main teaching links and teaching places, such as training program formulation, syllabus preparation and textbook selection, classroom teaching, curriculum assessment, experimental teaching, professional practice and practice, graduation design (thesis), students' extracurricular scientific research training, laboratory construction, and off campus professional practice and practice base construction,The teaching style of teachers and the learning style of students have clear quality standards and teaching requirements, and supervision and guarantee are in place.
2. Requirements for graduate tracking and feedback mechanism
It is necessary to establish a follow-up and feedback mechanism for graduates, so as to timely grasp the employment whereabouts and quality of graduates, graduates' job satisfaction and job achievement, and employers' satisfaction with graduates;Scientific methods should be adopted to conduct statistical analysis on the follow-up feedback information of graduates and form an analysis report as the main basis for quality improvement.
3. Professional continuous improvement mechanism requirements
We should establish a continuous improvement mechanism, take effective corrective and preventive measures against the problems and weak links in teaching quality, carry out continuous improvement, and constantly improve teaching quality.
Regularly hold student evaluation and expert evaluation activities to understand and deal with problems in teaching;Regularly carry out professional evaluation, and timely solve problems in the process of professional development and construction;Regularly hold a consultation activity for graduates and employers to attract industry and enterprise experts to participate in professional teaching guidance, and form an effective mechanism to regularly revise and improve the training program.[1]
Cultivation mode
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Innovative talent training mode in the international context
Consolidate professional foundation and broaden training channels.Solid and excellent professional basic knowledge is the basis of innovation. Without basic knowledge, innovation is just empty talk.While strengthening students' professional basic knowledge, we should also strengthen the teaching methods combining scientific spirit and innovative ideas, expand professional education under the interdisciplinary and comprehensive background, and achieve the all-round development of students.Outside the classroom, it is also necessary to broaden students' training channels, support students to participate in scientific research activities related to basic biological cross scientific research and bioengineering industrialization, carry out joint training between schools and enterprises, and enhance the integration of teaching and practice.Cultivating the comprehensive ability to participate in academic exchanges and industrial cooperation in global professional fields is the only way to develop innovative talents in bioengineering.
Stimulate learning motivation and cultivate independent thinking.For the teaching of bioengineering, heuristic and discussion teaching methods should be adopted to arouse students' interest in unknown things and truth and stimulate their learning motivation.Science is never complete. Every time it solves a problem, it will produce ten more problems.Therefore, in the process of teaching, students should not be guided to explore ways to solve problems, stimulate their innovative spirit, cultivate their independent thinking to solve problems, and teach them how to catch fish.
Introduce teachers and strengthen international exchanges.The cultivation of innovative talents in bioengineering requires high-level teachers with rich scientific research experience. The international top bioengineering research institutes and senior engineers in charge of engineering projects in the industry are all suitable teachers. The introduction of these teachers can bring the latest technology of bioengineering development into teaching, so that the teaching content always follows the forefront of science and technology.Similarly, the international perspective is also important for the cultivation of innovative talents in bioengineering.We will strengthen bilingual teaching for students, establish cooperative relations with some foreign universities in China, and increase academic exchanges between the two sides.In addition, it will provide opportunities for students to participate in international academic conferences, so that students can focus on the development of bioengineering technology worldwide.This is conducive to cultivating students' international vision and improving the international competitiveness of Chinese bioengineering talents.
Innovative and entrepreneurial talent training mode
Optimize the curriculum system.Taking a university of science and technology as an example, the college should communicate with enterprises and industry experts, listen to their opinions and suggestions, and work with them to draft curriculum content, introduce innovation and entrepreneurship content into the curriculum, so as to improve students' understanding of society and industry, enhance students' innovation and entrepreneurship ability, and lay the foundation for adapting to society and serving society in the future.In addition, in the process of establishing the curriculum system of bioengineering, more efforts should be made to cultivate students' theoretical and practical abilities, and on this basis, to cultivate students' professional skills in the field of bioengineering, so that students can understand the relationship between innovation and entrepreneurship and professional skills.Moreover, since the natural humanities and other disciplines are inextricably linked with bioengineering, and bioengineering not only includes biological knowledge, but also integrates engineering foundation, colleges and universities should make students understand the importance of learning interdisciplinary subjects, so that students are not limited to specialized courses,Become innovative and entrepreneurial talents with strong integration ability in the process of mastering the relevance and hierarchy between cross curriculums.
Build a talent training system for innovation and entrepreneurship.Taking universities of science and technology as an example, respecting talents, comprehensively improving students' comprehensive quality and fully stimulating students' innovation should be the primary task of the school.In the process of teaching, teachers should not only integrate cutting-edge scientific and technological information into the teaching process, but also communicate with students, understand their personality characteristics, and fully implement the educational concept of teaching students in accordance with their aptitude.At the same time, the concept of innovation and entrepreneurship in the course content is communicated and shared to students in a timely manner, so that students can integrate social content and their own experience, and then guide and stimulate their own innovation and entrepreneurship ability.The college should also invite industry experts to conduct academic exchanges, expand students' horizons and knowledge levels, and further guide and stimulate students' learning interest and innovation.In the process of performance evaluation, college teachers should treat each student equally, adopt diversified assessment methods, and obtain relatively reasonable formative evaluation based on the performance of course examination results and comprehensive quality combined with students' innovation and entrepreneurship work (such as course design, invention papers, etc.), so as to cultivate innovative and entrepreneurial high-quality comprehensive talents.
Build an innovation and entrepreneurship platform.Bioengineering tends to be an applied discipline, and a good practice platform will help improve students' innovation and entrepreneurial ability.Local undergraduate schools failed to build a better innovation and entrepreneurship platform due to funding, teachers and other factors, making students with better abilities unable to display their talents and abilities.Such colleges and universities should deepen reform, deepen communication with the government and enterprises, strive for all resources, build innovation and entrepreneurship practice platforms, so that students can combine theoretical knowledge with practice, so that teachers can transform innovative content into teaching content, apply innovative results to enterprise production, and provide students with a better learning environment,Improve students' interest in learning and ability to master knowledge, and lay a solid foundation for students' employment and entrepreneurship.At the same time, colleges and universities that have successfully built innovation and entrepreneurship platforms should introduce high-quality enterprises for cooperation, establish innovation and entrepreneurship competitions, and contribute to the cultivation of high-quality innovation and entrepreneurship talents for the national society.
Integrate innovation and entrepreneurship into local areas through scientific research.The application of scientific research results can improve local economy and promote industrial development.In the innovation and entrepreneurship training mode of bioengineering, on the one hand, the scientific research achievements obtained by students through innovation and entrepreneurship competitions have certain practical value, and under the guidance of teachers and the application of enterprises, they are likely to become good projects for the convenience of the people and the promotion of local economy;On the other hand, in the process of scientific research, students constantly improve their practical ability and professional skills, further contact and serve the social industry, and provide potential help for employment after graduation.
Representative institution: Guilin University of Technology[10]
Talents training mode of forestry colleges and universities under the concept of new engineering
To arouse students' attention to the practical application field.Mentally, it guides students' thinking and emphasizes the importance of practical application.Let the students as the main body truly realize the importance of practical application and make them pay attention to practical application.While guiding students' thinking, teachers use the teaching method of teaching through fun to let students participate in it unconsciously.
Properly increase the class hours of students in the field of practical application.Increase the practice teaching link hours of talent training plan to provide time guarantee and more training opportunities for cultivating students' engineering practice ability.Under the reform and innovation, it is planned to add weeks of professional comprehensive skills training practice courses, and increase the pre job production practice to 8 weeks before graduation, so as to create conditions for students to contact engineering practice as soon as possible and improve the quality level of graduation design.
Strengthen the reform and innovation of graduation design.In the graduation design, not only the theoretical knowledge and ability of students are consulted, but also the learning achievements of students in production practice are emphasized.Students are encouraged to go to relevant enterprises and factories for production practice to improve their understanding of bioengineering and the authenticity of graduation design.Let students have a clearer understanding of the level that should be achieved at each stage when they are carrying out their graduation design, so as to get more comprehensive and effective exercise.
Pay attention to the cultivation of experimental ability.Students majoring in bioengineering should have the ability to operate experiments independently when they graduate.The cultivation of experimental ability is to attach importance to students' performance and practical ability in experimental classes;The second is to attach importance to the independent operation level and familiarity of students in basic biological experiments.While encouraging students to do experiments by hand, they should also pay attention to the memory test of the integrity of the entire experiment, so as to cultivate students' independent ability to face the experimental operation in the follow-up work or further study.
Representative institution: Central South Forestry University[11]
Talent training mode under the background of professional certification of engineering education
Keep pace with the development of the industry and set training objectives.According to the requirements of the professional certification standards of engineering education, the training objectives describe the professional development expectations of students four years in school and five years after graduation.The executive bodies of the training objective revision work include professional leaders, vice presidents of teaching, peer experts, industry and enterprise experts, professional backbone teachers, representatives of employers, alumni, and representatives of alumni. The review and responsibility bodies are the College's undergraduate education and teaching guidance sub committee.During the training process, we regularly invite former graduates (alumni), new graduates (students at school), employers, industry and enterprise experts to evaluate the rationality of the training objectives, constantly improve the training objectives, make the revised training objectives clearer, and meet the needs of the school's positioning and socio-economic development.
Pay attention to students' engineering practice and cultivate their ability to solve complex problems.In order to improve students' engineering practice ability and promote the coordinated development of students' knowledge, ability and quality, a systematic and perfect practice teaching system should be formed.Three off campus practice trainings, namely, cognitive cognition practice, junior production practice and senior graduation practice, are offered for freshmen to cultivate students' engineering practice experience in the production line;Sophomore engineering training (metalworking practice) and junior electronic training strengthen students' engineering foundation;The curriculum design of chemical engineering principles, mechanical foundation and fermentation plant design offered in junior and senior years further improves students' engineering ability;The comprehensive experiment of bioengineering in senior year strengthens the cultivation of bioengineering ability and improves students' ability to solve complex problems in bioengineering.Through systematic training of practical ability, the students of this major have strong practical ability in bioengineering and have obvious social competitive advantages in the bioengineering industry.
Strengthen professional education and cultivate students' international vision.Based on the training objectives and graduation requirements, combined with the professional characteristics of the school, the major absorbs new knowledge, new methods and new achievements of teaching reform of the discipline, and determines the professional curriculum system on the basis of seeking expert opinions and enterprise demand information feedback.In addition to the original professional core courses, adding characteristic courses in the curriculum system can expand students' professional knowledge and provide professional knowledge support for students to enter bioengineering and related fields in the future.
Strengthen teachers' engineering practice ability and give play to the role of part-time teachers in enterprises.The professional certification standard of engineering education requires teachers not only to master good theoretical knowledge, but also to have solid engineering practice ability.In order to improve the teachers' engineering practice ability, enrich the classroom teaching content, understand the trend of science and technology, and improve the quality of talent training, the College has formulated a reasonable and scientific young teachers' engineering practice plan in combination with the teaching and training objectives of the specialty and the construction plan of the teaching staff.At the same time, it is clearly required that when teachers apply for the title of associate professor, "young top talent" and "high-level doctor", they must participate in at least one summer project practice in enterprises organized by the school.
Establish a complete continuous improvement mechanism to form a virtuous circle.Through the evaluation and evaluation of teaching links in daily teaching activities, the problems found will be fed back in time, and through tracking evaluation, a continuous improvement mechanism will be formed.The "on campus circulation" and "off campus circulation" mechanisms at the university and college levels ensure the achievement of graduation requirements and training objectives of the major, and meet the requirements of national engineering education certification.In the aspect of "circulation within the school", the school and the college have established a system to supervise teaching quality. Through evaluating teaching quality, evaluating the degree of achievement of professional training objectives and graduation requirements, and according to the feedback of teaching effects, the school and the college have made continuous improvements in all teaching links.In the aspect of "off campus circulation", the university and college have established a system of feedback between graduates and the society. Through discussion with new graduates, questionnaire surveys or interviews with former graduates and employers, and in combination with new educational concepts, industry development and social needs, the university and college have made continuous improvements in training objectives and graduation requirements.
Representative institution: Shaanxi University of Science and Technology[13]
School enterprise cooperation engineering science compound technical personnel training mode
Leaders at both levels of the university and the college attach great importance to the establishment of the school enterprise cooperation teaching steering committee.Before the establishment of the school enterprise cooperation talent training base, a school enterprise cooperation steering committee with the president as the group leader, the general manager of the enterprise and the vice president of teaching as the deputy group leader, and professional teachers and enterprise technicians as members was established. Its main task is to guide students through the whole process, including their internship plans, professional internship outlines, internship methods, internship performance assessment methods, and professional internship management regulations,It also coordinates the contradiction between students' practice and normal teaching, solves various practical difficulties encountered by students in practice and work, maintains communication and exchange with the practice base, regularly holds meetings of the school enterprise cooperation teaching steering committee, discusses the production technology problems that enterprises need to solve urgently, needs for talents, and joint declaration of scientific research projects between schools and enterprises.
We will jointly revise the talent training program.Invite technical personnel of the school enterprise cooperation base, leaders of biotechnology enterprises, former graduates who have taken up their jobs and engaged in biotechnology work, and representatives of senior bioengineering students to hold several symposiums to understand the demand of biotechnology enterprises for talents,Listen to the lack of knowledge of senior students and graduates in their work, the knowledge they want to master, and the opinions and suggestions on the original training program, initially form a new talent training program for bioengineering, and finally submit it to the academic committee of the college and the university for discussion and determination.
Practically cultivate the "double qualified" teaching team and implement the "double tutor" system.According to the training objectives of this major, on the one hand, young teachers should be selected to relevant biological enterprises for 0.5~1.0 years of on-the-job training or technical services to improve the engineering quality of young teachers;On the other hand, engineering technicians with senior professional titles with strong sense of corporate responsibility and high moral character are employed as part-time teachers.At the same time, from freshmen, students should choose professional tutors and enterprise tutors according to their own interests.Professional tutors are responsible for the cultivation of students' abilities in scientific research, innovation and new product development, and provide full guidance for students' learning and life in school;The enterprise instructor is responsible for guiding students to use summer vacation and production practice to complete the practical training course paper design and graduation design of workshop engineering ability.
Strengthen the construction of talent training base for school enterprise cooperation.Based on the principle of win-win, honest cooperation and common development between schools and enterprises, we will build a talent training base for school enterprise cooperation by jointly applying for projects, jointly solving practical problems in enterprise production and management, cultivating enterprise technicians free of charge, jointly building laboratories, and using the resource advantages of both sides.
Strengthen the construction of practical training center on campus.Build a bioengineering training center, purchase a full set of fermentation system, biological product separation and purification equipment, biological pharmaceutical equipment, various drying equipment, etc., and jointly establish a school level microbial engineering experiment center with the company.
Reform of practice mode.The method of decentralized practice is adopted. Different practice bases are selected according to the students' orientation of postgraduate entrance examination, hobbies and employment intentions, and the requirements of some students' rotation practice are met.
The talent training model of local application-oriented universities based on the interaction of "double first-class" disciplines and specialties
Discipline orientation and specialty orientation need to be coordinated.Discipline positioning points out the direction of overall development for discipline positioning, and professional positioning provides a practical path for the realization of discipline positioning goals.In the actual process, it is necessary to further refine the goals and characteristics of the first class disciplines of biology and bioengineering specialty positioning.Based on the current situation of the regional bio industry and the needs of serving the local regional economy, we should realize the rational allocation of resources for discipline and specialty construction as a whole, carry out the organic integration exploration of the direction of discipline construction and specialty construction, tap the common ground of discipline construction and specialty construction, and solve the problem of insufficient connection and disconnection between discipline development and specialty development,Promote the simultaneous progress and realization of their positioning goals.
Discipline teams and teaching teams need to be built together.Discipline direction and professional development direction need to coordinate discipline construction, specialty construction, teacher construction, academic leaders, academic backbones, curriculum teaching team leaders and curriculum teaching backbones.On the one hand, we should pay attention to the overall advantages of disciplines while strengthening cross integration, create a subject research group, optimize the grouping of scientific research teams, and focus on the cultivation of academic backbones;On the other hand, based on the national standards for the teaching quality of bioengineering majors and the existing bioengineering and biopharmaceutical curriculum systems, we will create a curriculum construction group, train the backbone of curriculum teaching, and guide the construction of excellent courses and "golden courses".In addition, we will create a team echelon with a reasonable mix of old, middle-aged and young people, professional titles and knowledge structure in the discipline and professional teams to achieve the best match among individuals, echelons and directions, promote the optimization and integration of discipline teams and professional teaching teams, and jointly develop and improve.
Scientific research platform and teaching platform need to be built and shared.Considering the similarities and differences in the types of instruments and equipment, site area, number of sets, advancement, applicability and management of scientific research platforms and teaching platforms, explore the interoperability and sharing mechanism of various scientific research platforms and teaching platforms.On the one hand, an open laboratory system can be established to design some selected experiments in teaching as innovative research projects in open laboratories.On the other hand, for some internship and practical training courses that have a long time cycle, many research contents and are difficult to complete on a separate teaching platform, they can be solved by building a teaching site together with the scientific research platform.In addition, the open discipline platform provides space for students to participate in discipline competitions, undergraduate research learning and innovative experiments, innovation and entrepreneurship competitions, and scientific research projects of teachers' teams, so as to achieve the efficient use of laboratory platform resources and the training purpose of teaching students in accordance with their aptitude.
Bioengineering cultivates "biotechnology food engineering" compound senior professional talents with the ability to engage in basic research of food science, food biotechnology high-tech innovation, functional food development, food raw and auxiliary materials production, comprehensive utilization of agricultural products, food biotechnology industry management and other aspects.[2]
Postgraduate Entrance Examination Direction
Biology, Microbiology, Cell Biology, Biochemistry and Molecular Biology[2]
Employment direction
The expected career direction of the students:Bioengineering/biopharmaceuticals, scientific researchers, civil servants, drug research and development, university teachers, and public institution personnel
Employment direction of graduates:Bioengineering/biopharmaceuticals, civil servants, public institution personnel, scientific researchers, sales representatives, software engineers, drug research and development
Graduated students' entrepreneurship direction:Education, culture, sports and entertainment, scientific research and technical services, agriculture, forestry, animal husbandry, fishery, information transmission, software and information technology services, accommodation and catering, wholesale and retail[2]
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