大学化学 >> 2026, Vol. 41 >> Issue (10): 56-64.doi: 10.12461/PKU.DXHX202510057

教学研究与改革 上一篇    

“三性引领、四位一体、六系联动”化学生物学交叉拔尖人才培养模式探索与实践

熊祖双, 贺利贞, 马丽, 黄冠宁, 许利耕, 陈填烽   

  1. 暨南大学化学与材料学院, 广东 广州 510632
  • 收稿日期:2025-10-15 录用日期:2025-11-24 发布日期:2026-10-13
  • 通讯作者: 许利耕, 陈填烽 E-mail:lgxu19@jnu.edu.cn;tchentf@jnu.edu.cn Ligeng Xu, Tianfeng Chen
  • 基金资助:
    国家重点研发计划(2023YFC3402800)；国家自然科学基金青年基金项目A类(82225025)，B类(32522049)，C类(22305096)；国家自然科学基金面上项目(32471435, 32171296, 32271351, 32371443)；广东省基础与应用基础基金-省企联合项目(2024B1515020057)和广东省科协青年科技人才培育计划(SKXRC2025058)

Exploration and practice of the “three attributes guiding, four-in-one integration, six systems synergy” for interdisciplinary chemical biology top-talent cultivation model

Zushuang Xiong, Lizhen He, Li Ma, Guanning Huang, Ligeng Xu, Tianfeng Chen   

  1. College of Chemistry and Materials Science, Jinan University, Guangzhou 510632, Guangdong Province, China
  • Received:2025-10-15 Accepted:2025-11-24 Published:2026-10-13
  • Contact: Ligeng Xu, Tianfeng Chen E-mail:lgxu19@jnu.edu.cn;tchentf@jnu.edu.cn

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摘要： 在科技革命加速演进与国家创新驱动发展战略深入实施的背景下，传统单一学科、封闭式的人才培养模式难以满足国家和社会对高层次交叉拔尖创新人才的迫切需求。化学生物学具有高度交叉融合的特性，其人才培养面临知识拼盘化、教学与实践脱节、支撑资源匮乏和评价标准单一等核心困境。为破解上述重大挑战，本研究提出并实践了“三性引领、四位一体、六系联动”的化学生物学交叉拔尖人才培养模式。该模式通过顶层设计，系统性地整合分散的育人资源与要素，构建了包括“理念重塑、体系重构、资源整合、机制创新”的全方位育人框架。本文重点阐述了以“三性引领、四位一体、六系联动”为核心的实施架构，并结合暨南大学化学生物学教学的实践案例，详细阐述了协同运作的具体路径与可量化的成效。实践表明，该模式有效破除了学科壁垒，显著提升了学生的创新思维与复杂问题的解决能力(如近5年指导本科生发表SCI论文76篇)。总体而言，本文为新时代化学生物学交叉拔尖人才培养提供了一套系统创新、可供同行探讨与借鉴的解决方案。

关键词: 科教融合, 产学研用, 交叉学科, 化学生物学, 人才培养模式

Abstract: In the context of accelerating technological revolution and the deepening implementation of China’s innovation-driven development strategy, traditional single-discipline and isolated talent cultivation models have become inadequate to meet the growing societal demand for high-level interdisciplinary top-notch innovators. Chemical biology, as a highly interdisciplinary field, faces fundamental challenges including fragmented knowledge structures, disconnects between teaching and practice, insufficient supporting resources, and overly simplistic evaluation criteria. To address these structural issues, we developed and implemented an innovative talent cultivation model featuring “Three Attributes Guiding, Four-in-One Integration, and Six Systems Synergy” for interdisciplinary chemical biology education. Through systematic top-level design, this model integrates dispersed educational resources and elements, establishing a comprehensive framework encompassing “conceptual transformation, systemic restructuring, resource consolidation, and mechanism innovation”. This paper details the implementation architecture centered on our tripartite approach, supported by practical cases, with particular emphasis on collaborative operational pathways and quantifiable outcomes. Empirical results demonstrate the model’s effectiveness in breaking down disciplinary barriers and significantly enhancing students’ original thinking capabilities and complex problem-solving skills (evidenced by 76 SCI publications by undergraduates within five years). This study presents a systematically innovative and potentially replicable solution for cultivating top-tier interdisciplinary talents in chemical biology for the new era.

Key words: Science-education integration, Industry-Study-Research-Application, Interdisciplinary, Chemical Biology, Talent Cultivation Model