Abstract: The micro-project reconstitution (MPR) teaching was trialed in two elective courses in bioengineering. It incorporated cutting-edge scientific achievements in the professional field and employed optimal solutions to the latest scientific problems through reflective and comparative education. Before class, teachers provided keywords and micro project clues derived from the latest research progress via the Superstar platform. Students then conducted information retrieval, gained an understanding of the topic, identified specific problems, and formulated micro-research projects. During class, students collaborated in groups to propose solutions for the micro-projects based on course materials and the search results. This was followed by a joint evaluation conducted by the teachers and students. After class, students had the opportunity to engage with a scientific research platform to perform scientific research practice and verify the micro-projects, thereby forming a closed-loop training integrating theory and practice. Most students regarded this teaching mode and content as having a positive impact on their scientific research life, which helps to improve the education ecology.

Key words: bioengineering, specialized elective course, micro-project reconstitution, close-loop of theory and practice