生物学杂志

生物学杂志 ›› 2025, Vol. 42 ›› Issue (4): 23-.doi: 10.3969/j.issn.2095-1736.2025.04.023

• 人工智能时代的生物学教学专题 • 上一篇    下一篇

数智赋能微生物学课程教学改革与实践

张仕颖1， 刘　弟2， 刘鲁峰1， 李　铷3， 刘雅婷2   

  1. 1. 云南农业大学 资源与环境学院， 昆明 650201； 2. 云南农业大学 烟草学院，
    昆明 650201； 3. 云南农业大学 植物保护学院， 昆明 650201
  • 出版日期:2025-08-18 发布日期:2025-08-13
  • 通讯作者: 刘雅婷，博士，教授，研究方向为农业微生物与病害防治，E-mail:liuyating2269@qq.com
  • 作者简介:张仕颖，博士，副教授，研究方向为环境微生物与农业环境治理，E-mail:amy-zhang999@163.com
  • 基金资助:
    教育部中西部区域微生物学课程群虚拟教研室项目； 云南省现代产业学院智慧烟草现代产业学院； 云南省高校本科专业核心课程建设计划（地方“101计划”）；云南农业大学本科教学改革工程项目（YNAUJG2024035）

Digital intelligence-empowered teaching reform and practice in microbiology courses 

ZHANG Shiying1, LIU Di2, LIU Lufeng1, LI Ru3, LIU Yating2   

  1. 1. College of Resources and Environment, Yunnan Agricultural University, Kunming 650201, China;
    2. College of Tobacco Science, Yunnan Agricultural University, Kunming 650201, China;
    3. College of Plant Protection, Yunnan Agricultural University, Kunming 650201, China
  • Online:2025-08-18 Published:2025-08-13

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摘要： 云南农业大学微生物学课程为首批国家级一流本科线下课程，采用以学习者为中心的课堂教学模式，已建成线上、线下、线上线下混合、虚拟仿真和社会实践五位一体优质共享课程资源。随着课程改革进入深水区，教学实践中出现资源碎片化、资源孤岛化、教学环节多、创新实践难等问题。面对AI技术的发展，教学团队积极探索数智赋能微生物学课程的路径和经验。通过创建一体化AI智慧课程、搭建虚拟教研共享平台、创建AI大模型虚拟助教、迭代引进优质虚仿资源等措施，完成课程数字化转型，开创数智赋能高等教育的新范式。

关键词: 微生物学, 数字化转型, 数智赋能, AI智慧课程, 虚拟教研室

Abstract: As one of China’s inaugural national first-class offline undergraduate courses, microbiology at Yunnan Agricultural University has adopted a learner-centered pedagogical approach supported by a five-dimensional shared curriculum system, integrating online, offline, hybrid online-offline, virtual simulation, and social practice components. With the deepening of educational reforms, the curriculum and teaching process now faced systemic challenges, including fragmented resources, isolated resource silos, excessive teaching procedures, and persistent difficulties in implementing innovative practices. In response to the disruptive emergence of AI technologies, the research team has systematically investigated pathways for digital intelligence-enabled course transformation. The proposed framework incorporates four strategic components such as an integrated AI-enhanced smart curriculum architecture, virtual teaching-research sharing platform, a large language model-based virtual teaching assistant, and iterative and superior virtual simulation resource integration. Empirical evidence indicated that this paradigm not only facilitated comprehensive digital transition but also established a scalable model for intelligent transformation in higher education.

Key words: microbiology; digital transformation, digital intelligence empowerment, AI intelligent course, virtual teaching and research office

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