Innovation and Practical Exploration of the Second Classroom Training Model for Biotechnology

Abstract

Based on the dual backgrounds of building an innovative country and promoting the development of emerging engineering disciplines, cultivating college students' innovative and practical abilities has become a core task of higher education. While the first classroom, as the main channel for knowledge impartment, is undoubtedly important, the second classroom plays an irreplaceable role in stimulating students' interests, enhancing their practical skills, and shaping their innovative thinking [1]. Based on the teaching reform practice of the biotechnology major at Qilu University of Technology, we deeply analyze the common problems existing in the construction of the second classroom in colleges and universities, especially for bioengineering-related majors, such as disconnection from the first classroom, insufficient resource investment, and tendencies towards formalization and entertainment. On this basis, a new second classroom training model centered on "in-depth integration, resource integration, interest-driven approach, and integration of competitions and teaching" is proposed. This model adopts specific measures including the establishment of curriculum integration teams, the formulation of joint teaching plans, the construction of teacher-student communication platforms, the implementation of personalized curriculum menus, and honor-based incentives. It aims to build a systematic and scientific second classroom system, so as to improve the comprehensive quality and innovative abilities of students majoring in biotechnology effectively, and provide a reference path for the reform of professional talent cultivation in similar science and engineering universities.