习近平总书记提出的"新质生产力"是以科技创新为驱动，以高层次创新型人才为支撑，以战略性新兴产业和未来产业为载体，以数字化、智能化、绿色化为基石的高质量生产力。培养一大批掌握现代技术、具有专业知识的创新型新质人才无疑是新时代背景下培育和发展新质生产力的最根本基石，是高校教育教学改革发展的新航标和新机遇。以"第十九届全国微生物学教学和科研及成果产业化研讨会"为契机，《微生物学通报》邀稿组织出版了本期"高等院校教学主题刊"，较全面地反映了近两年我国微生物学教学改革与人才培养的最新进展和发展态势。可以看到，教师的教学模式、学生的学习方式、师生的交流方式等与疫情前相比都发生了巨大的变化，现代教育信息化技术和新媒体平台的运用已经常态化。教学理念的转变、教学资源的整合等也都随之发生了变化。线上线下结合、翻转课堂等教学模式已成为高校的日常，重视对学生创新意识、探索精神和实践能力的培养已成为共识。期望该主题刊的出版有助于进一步促进广大微生物学教师适应国家提出的"加快发展新质生产力，积极打造生物制造新引擎"的需求，推动微生物学教学持续改革迈上新台阶，最终达到提高人才培养质量和加强拔尖创新人才自主培养的目的。

This study aims to explore the Food Microbiology teaching method that integrates basic theory, experimental skills, and innovative practical ability under the blended teaching mode. Considering the curriculum characteristics of Food Microbiology and the problems that need to be addressed in teaching, we combined the pre-class, classroom, and post-class teaching (three-link) in the blended teaching process with the Bloom's taxonomy of educational objectives (six levels of remember, understand, apply, analyze, evaluate and create) to establish the "three-link and six-level" teaching method. Furthermore, we took measures including summarizing the teaching main line, inspiring innovative thinking, and strengthening ideological and political education to improve students' learning efficiency, cultivate innovative abilities, and enhance their initiative for learning. The implementation of the "three-link and six-level" teaching method and corresponding measures highlighted the dominant position of students in the teaching process, mobilized their enthusiasm for independent learning of theoretical knowledge and performing of experimental research, and improved their comprehensive quality and innovative practical ability. This study provides a reference for building a teaching model integrating theory and practice and conforming to the concept of outcome-based education and the development requirements of new engineering in the information era.

Microbiology, with a strong theoretical, practical, and abstract nature, is a core professional course for undergraduates majoring in biology. The conventional teaching of Microbiology has some problems, such as lack of teaching resources, weak self-learning and innovation abilities of students, and poor ideological and political education. In view of these problems, our teaching team adopted the student development-centered teaching method, constructed systematic course resource databases, and created a novel "one-system, two-integration, three-link, four-blend" teaching model. Specifically, one-system refers to the procedural learning system; two-integration refers to the integration of science and competition; three-link refers to the teaching before class, during class, and after class; four-blend refers to the blending of online and offline, in-class and extra-class, ideological and political education and course education, and virtual experiment and practice. Furthermore, we established an assessment system involving multiple aspects. The practice showed that the innovative teaching model mobilized students' enthusiasm of self-learning and improved the teaching effect of Microbiology.

The traditional teaching of Experiments in Food Microbiology have problems such as the lack of inquiry experiments in teaching content, the neglect of student subjectivity in teaching methods, and the lack of process assessment. In view of these problems and according to the cultivation objectives of national first-class undergraduate specialty, we organized the teaching content involving 3 modules with a total of 8 units combining basic skill learning and inquiry experiments, established an "online + offline" mixed teaching method, and introduced a process assessment method at three levels of units, modules, and practical operations. This teaching reform has improved the depth and breadth of the course and promoted personalized learning. This paper introduces the reform of teaching system for Experiments in Food Microbiology and analyzes the challenges in the reform based on teaching practice, aiming to promote the construction of first-class undergraduate specialty and cultivate outstanding talents in food science.

In the implementation of the Double First-Class initiative, international exchange and cooperation is an important part. Teaching specialized courses in English can enhance students' ability to master, understand, and use knowledge, while also improving their proficiency in using, expressing, and writing in English. It is worth exploring how to achieve the goals of teaching advanced, innovative, challenging content of specialized courses in English, enhance students' interest and classroom participation, and improve their professional and English communication abilities. The optional course Microbial Genetics has been taught in English in Nankai University for more than 10 years. The teaching emphasizes the student-centered concept and ability training, and continuous exploration and reform have been carried out in teaching content, classroom teaching, language ability, and assessment methods. In terms of teaching content, we combined knowledge learning with scientific logic and experimental technology according to students' knowledge background and needs. According to students' English skills, we integrated teaching, questioning, and discussion to enhance students' focus and English communication abilities in the process of classroom teaching. In the design of exercises, challenging questions were used to make students learn and apply knowledge actively. In terms of the assessment, open-book examination was adopted to train students' ability to use knowledge and English-language articles to solve problems, so as to improve their scientific research abilities. After continuous exploration and practice, our teaching practice has stimulated students' enthusiasm for learning and participation in class and enabled students to improve their scientific research ability and English skills on the basis of fully understanding and mastering the class content, achieving good teaching performance.

Animal Husbandry Microbiology is a course which emphasizes both theory and practice, with the task of cultivating students' practical ability. However, the conventional teaching method cannot meet the needs of cultivating innovative talents. To improve the teaching effect and students' ability to analyze and solve practical problems with microbiological knowledge, we introduced the inquiry teaching method into the teaching of Experiment of Animal Husbandry Microbiology. Different types of inquiry tasks were designed to replace the conventional experiment contents, which mobilized students' interests in participating in the inquiry process and accomplishing the task independently. In addition, the supporting evaluation system was established. After four rounds of practice, a four-link teaching model composed of basic skill training, task design, project implementation, and task evaluation was formed. This model can stimulate students' innovative ability and improve their scientific research literacy and comprehensive ability.

Considering the characteristics of post-2000 college students, we identified four major pain points in the teaching of Environmental Engineering Microbiology. In view of these pain points, we proposed the teaching goals and four major reform measures, which integrated professional themes and modern reach achievements into flipped classrooms. The four reform measures include integrating teaching content to form professional themes, fusing professional themes with modern hot topics, optimizing the flipped classroom teaching process, and innovating comprehensive whole-process assessments in all aspects. These measures facilitated the teaching of professional themes and promoted students' active thinking. This unique teaching model can stimulate students' enthusiasm for their majors and improve their sense of participation and learning outcomes.

Online and offline blended teaching has become a new form of teaching in higher education. The "Experimental Space" platform supports shared applications of virtual simulation projects, which is a supporting condition for teachers to carry out blended teaching. Fermentation Engineering Experiments is a comprehensive and practical course in bioengineering. In response to the pain points in the teaching of this course, we combined the high-quality virtual simulation resources shared on the platform with the self-designed online learning resources to create the production scenarios for offline experimental classes. The offline experimental classes simulated production reality and assigned "job" roles to carry out experimental tasks. After class, the task was to create experimental reports and videos to achieve a closed learning loop. The combination of online and offline teaching has improved students' initiative and enthusiasm in learning, enhanced their operational skills and problem-solving ability, and formed a blended teaching mode suitable for experimental teaching. It provides an example for the teaching application of shared virtual simulation projects.

Mycology, an important professional course for postgraduates majoring in forestry, is highly theoretical and practical. We explored the teaching reform from multiple dimensions including preparation and implementation of case teaching, application of the case teaching+mind mapping method in teaching, evaluation method of case teaching performance, analysis of case teaching effect. The reform aims to comprehensively improve the ability of postgraduates majoring in forestry to combine theory with practice and foster high-quality application-oriented talents with innovative ability.

The new requirement was presented for the training of environmental professionals in universities to foster environmental engineers under the background of ecological conservation. They must have environmental awareness and can quickly diagnose eco-environmental problems and adopt effective and cost-effective technologies to solve these problems. As a core course of the environmental engineering major, the Environmental Engineering Microbiology in Guizhou University was innovated in terms of the professional knowledge, teaching content and the blended teaching method. They include "heuristic preview before class-answering difficult questions in class-classroom flipping-enhancing understanding by immersive practice". Furthermore, diversified assessment methods were adopted throughout the whole process. The innovation significantly improved the teaching achievement of Environmental Engineering Microbiology in Guizhou University.

The course of Advanced Microbiology Experiments aims to cultivate the scientific research thinking, innovative consciousness, exploring spirit, and practical abilities of newly enrolled graduates. To improve the quality of teaching and address the key issues in teaching, our team adheres to the educational philosophy of being student-centered and outcome-based, and optimizes the teaching content by designing basic, research-oriented, and exploratory innovative experimental projects. Diversified teaching activities such as group teaching, interactive teaching, blended teaching, and flipped classroom were implemented with reliance on the smart classroom and online teaching platform. The practical teaching was carried out with intelligent open laboratories and scientific research resources. A comprehensive assessment was adopted throughout the entire process to evaluate the comprehensive scientific research literacy of graduates. Finally, a teaching system suitable for fostering graduates majoring in microbiology at Guizhou University was built. The practice has shown that the teaching mode of "classroom+online+practice" has achieved good results, which can stimulate graduates' interest and enthusiasm in scientific research, cultivate their practical and innovation abilities, and improve their comprehensive scientific research literacy.

Creating advanced, innovative, and challenging core courses is essential for cultivating high-level talents. Scientific and intelligent teaching methods serve as a guarantee for achieving teaching objectives. Microbial Physiology is a compulsory course offered to the undergraduates in the biological science and experimental science programs. Over a five-year period of core course development, we have established a systematic knowledge framework with distinctive characteristics of agricultural university programs. Following the teaching approach of "translating knowledge into scientific research" and employing diversified assessment methods, we aim to enhance students' understanding, analysis, evaluation, and integrated application of knowledge. The course has become a source of inspiration and ingenious ideas for students' research practices, thereby empowering the cultivation of high-level talents.

The new era is accompanied by significant changes in the demand and standards for talents, rapid development of soil microbiology, and an urgent need for innovative talents. The outdated contents in the current teaching of Soil Microbiology affect students' innovative direction. The lack of mechanisms to enhance students' independent learning and cultivate their analytical skills is not conducive to stimulating students' enthusiasm in innovation. The emphasis on scores over abilities hinders the fostering of students' innovative consciousness. In response to the three problems, we have proposed four reform measures based on the actual teaching situation. The four measures include modifying outdated teaching contents and supplementing the cutting-edge research achievements, adopting problem-based teaching methods, designing figure/tablet explanation or topic discussion tasks, and assessing the learning performance based on experimental design or perspective papers. Practice has shown that the teaching reform has improved students' enthusiasm in innovation, learning efficiency, and innovative ability, receiving positive feedback from the vast majority of students. Our teaching reform practice has played a role in improving students' research and practical innovation abilities.

Building high-quality courses and cultivating high-level medical talents are an important task in the development of higher medical education in China. Integrated teaching refers to utilize various teaching techniques, methods, and resources to optimize and combine relevant teaching elements and links, achieving a teaching effect of integration and efficiency enhancement.It has important theoretical and practical values in this task. The teaching team of Medical Immunology re-organized the teaching content by integrating interdisciplinary knowledge, integrating professional knowledge and ideological and political elements, and integrating new research achievements and our team's research achievements, developed the teaching resources. This reform reflected a high degree of integration between Medical Immunology and Microbiology. The teaching involved interdisciplinary knowledge and ideological and political elements and was combined with information technology and practical innovation. The results showed that the teaching reform significantly improved the academic performance, professional literacy, and innovation ability of the students. The achievements and experience of the curriculum reform provide valuable ideas for the integrated teaching reform of other medical courses, promoting the high-quality development of medical curriculum.

The professional certification of teacher education follows the basic concept of student-centered and outcome-oriented teaching and continuous improvement. According to the concept of professional certification, we have carried out the teaching reform of Microbiology from four aspects:the positioning of course objectives, the optimization of teaching content, the adjustment of teaching organization form, and the improvement of assessment mode. The practice results show that the reform helps to fully mobilize students' learning enthusiasm and initiative, strengthen students' normal skills, and improve students' comprehensive ability, which achieves good teaching results.

The development of new agricultural sciences has put forward higher requirements for talent cultivation in higher agricultural colleges and universities and has set new standards for the development of core courses. Microbiology is a basic compulsory course offered for all the undergraduates majoring in agricultural and life sciences, providing strong support for cultivating students' innovation thinking and practical abilities. This article introduces the teaching reform practice of Microbiology in Jilin Agricultural University. The reform measures include improving the online classes, optimizing the teaching content, innovating the teaching reform concept, and reforming the evaluation of course performance. These measures helped to achieve the knowledge, ability, and emotional goals of talent cultivation in the context of new agricultural sciences and improved the teaching quality, providing a reference for the course development in higher agricultural colleges and universities.

Microbiology is one of the core courses for the undergraduates majoring in biological sciences (normal education). According to the concept of outcome-based education, we systematically designed this course considering the key issues in teaching by repositioning the teaching objectives, optimizing the teaching system, reforming the teaching mode, and building a multiple evaluation system. The "three-stage (before, during, and after class) five-mode (interactive participation, case-based improvement, question-oriented practice, ideological and political element integration, and continuous improvement)" teaching mode, the ideological and political education implementation path "building a community-expanding scenarios-innovating methods", and the continuous improvement mechanism based on a closed loop have been formed. These measures have effectively improved students' learning outcomes and provide reference for local normal universities in fostering teacher talents in biological sciences.

Innovating the labor education through specialized courses to improve the labor and thinking literacy of students is a new requirement for strengthening the labor education of college students in the new era. With consideration to the characteristics of the course Microbiology and the needs of student development, this paper expounded the importance of carrying out labor education in specialized courses and redefined the contents and objectives of labor education in the teaching of this course. Our team deeply explored the labor education resources contained in Microbiology based on the two major paths of cultivating Marxist labor value and improving labor literacy and creative ability, and adopted various teaching modes and methods to explore the labor education in the teaching of Microbiology. The practice showed that the reform had significantly enhanced students' interest in learning, curiosity, and sense of professional identity, responsibility, and mission, and encouraged students to continuously strengthen their professional knowledge and skills. Moreover, students' labor literacy, creative labor ability, and learning performance have also been significantly improved. The results suggest that the reform has achieved good labor education in the course teaching.

Subject competitions have become a meaningful way to cultivate the innovative thinking, operational ability, and teamwork spirit among college students. Our team members have discovered the necessity for improving the innovative thinking and independent research ability of undergraduates when guiding the research practice and subject competitions. By reforming the course content of microbiology and introducing subject competitions, we aim to improve students' innovative thinking, operational skills, and collaborative spirit, thereby promoting the competition through learning and the competition for learning. We have achieved specific results in cultivating students' comprehensive abilities, providing references for fostering top-notch talents with innovative thinking in agricultural microbiology.

The global pandemic of COVID-19 has made people get aware of the great importance of Medical Microbiology and put forward new requirements for the education of basic medicine. This study focused on the teaching content and methods of Medical Microbiology in the cultivation of top-notch talents in basic medicine of the long-term system in the post-COVID-19 era. The teaching reform emphasized the concepts of being student-centered and keeping pace with the times and adopted the multi-track teaching mode to explore new approaches of teaching in Medical Microbiology. The teaching reform of this course reorganized the teaching content and strengthened the integration of microbiology with other medical knowledge. The cutting-edge research hotspots in microbiology were included in the teaching, highlighting the etiological knowledge of emerging infectious diseases and the importance of biosafety and epidemic prevention and control. The teaching system of experiments in Medical Microbiology was improved to cultivate students' innovation and practical abilities and stimulate students' interest and thinking in scientific research. The teaching reform of Medical Microbiology can provide a reference for the cultivation of top-notch talents in basic medicine of the long-term system in the post-COVID-19 era.

Microbiology stands as a foundational discipline in life sciences and plays a pivotal role in the biology curriculum of universities. However, the conventional microbiology laboratory teaching faces issues such as content fragmentation with a lack of inherent connections. These challenges hinder students to deeply comprehend and apply experimental skills and knowledge. Moreover, the conventional teaching fails to stimulate students' self-directed learning and exploratory spirit. To enhance the quality of microbiology laboratory teaching, we draw inspiration from project-based learning. With the introduction of Koch's postulates, a fundamental theory, as the goal, we improved the educational philosophy, teaching modes, teaching methods, and assessment system. Using silkworm and Bacillus thuringiensis as the experimental subjects, we reproduced and confirmed Koch's postulates, and probed into the cause-and-effect relationship between infectious diseases and pathogenic microorganisms. Our improved teaching approach aims to kindle students' passion for experimentation, refine their practical skills, nurture their critical thinking, and elevate their scientific literacy and innovative capabilities.

In view of the weak awareness of asepsis and limited knowledge application and higher-order thinking skills of the students, as well as the lack of ideological and political education in the course of Microbiology Experiment, we have reshaped the teaching objectives and identified the fundamental task of cultivating moral character and nurturing talents. We have innovatively proposed the STAR teaching concept, which integrates science (S), technology (T), art (A), and research (R) in comprehensive education and teaching. The STAR concept is seamlessly integrated into blended teaching, encompassing pre-class, in-class, post-class, and extended learning activities. Teaching practice has shown that the blended teaching model based on the STAR concept has enhanced students' intrinsic motivation, knowledge application, and innovation abilities. It stimulates higher-order thinking skills such as critical thinking, divergent thinking, and scientific research thinking, promoting students' comprehensive development, which helps students shine like stars (STAR). This study has strong universality and provides experience for the teaching reform of other courses.

Microbiology Experiment is the core practical course of biotechnology and related majors in universities, with strong practicality and applicability, and it is crucial for cultivating students' advanced abilities. However, there are several issues in the current teaching approach that do not meet the requirements of talent cultivation in the new era, such as abstract and complex teaching contents, weak connection between theory and practice, and a lack of sustained internal motivation among students. To address these challenges, our course team takes the newly established ideological and political system of Microbiology Experiment as the foundation of education. Leveraging the modern information technology, we have built a multi-dimensional teaching resource platform to meet the needs of personalized learning. By adopting a hybrid teaching method that encourages bidirectional feedback, we integrated the theoretical knowledge with experiments, reformed the experiment contents, and established exploratory project-based experiments requiring independent design, completion, and analysis by students, thus promoting the integration of science and education. Furthermore, we adopted a fully participatory, dynamic, multi-dimensional evaluation system. The above reform measures have stimulated students' enthusiasm and interest in learning and improved their learning outcomes, advanced practical and innovative thinking and abilities, and comprehensive quality.

Microbiology Experiment is an important course of microbiology in institutions of higher education. This course aims to not only impart basic skills, verify and expand theories in microbiology, but also train senior undergraduates for graduation projects and further research work in their graduate education. To train the scientific research thinking of students who had mastered the basic experimental techniques of microbiology, we designed the class of bacterial identification based on physiological and biochemical tests in the form of a flipped classroom. The students were guided to review textbooks and papers before class and explain the experimental principles, expect experimental results, observe and correct the results, and analyze and discuss experimental results during class. The teaching form of flipped classroom enlivens the classroom atmosphere, enabling students to better access textbooks for preview before class. The analysis of experimental results and the revision of experimental conclusions have trained the scientific literacy of meticulous observation, scientific analysis, and rigorous conclusion drawing for the students.

The curriculum serves as the fundamental component of talent cultivation, and the caliber of curriculum development determines the quality of talent training. To facilitate the continuous enhancement of Microbiology Experiment teaching in universities, the present study comprehensively reviewed the teaching reform for Microbiology Experiment in 11 universities in China. The data were mainly sourced from the course exchange plan implemented by the virtual teaching and research section of basic experimental courses in biology. The comparison revealed discernible disparities in the course content and teaching approach across various types of universities. The universities directly under the Ministry of Education of China could generally establish advanced research experiments for students and implement an online-and-offline blended teaching approach to enhance the teaching effectiveness. The teaching methods and evaluation approaches varied in different universities, presenting unique characteristics. The reform methods summarized in this paper regarding Microbiology Experiment can serve as a valuable reference for the reform of relevant courses in universities.

Aquatic Microbiology is a branch discipline which has been developed gradually through the long-term combination of aquaculture and microbiology, and it is closely linked with aquacultural practice. In view of the current difficulties in the learning and teaching, we developed a blended teaching model focusing on the integration of innovation and entrepreneurship based on the clipped classroom. This model embodied the requirements of being advanced, innovative, and challenging. Specifically, the teaching content and design are advanced; the group presentation of research frontiers is innovative; the group experiments of independent exploration are challenging. The teaching reform significantly improved the enthusiasm, initiative, and participation of students, fostered the innovative thinking ability and independent innovation consciousness, and stimulated the inspiration and motivation for scientific research. This article summarizes the measures and experience in the teaching reform, aiming to provide a basis for the teaching reform of other related courses.

Fermentation Engineering is a characteristic engineering course featuring extensive knowledge, rapid discipline development, and close integration with production. This course is designed to cultivate engineering talents with strong practical ability, innovative thinking, and engineer spirit. Focusing on the shortcomings and difficulties of the theoretical course in the training of engineering talents, we have established a teaching model of "three modules+two passes+three step progression" according to the gold class standard of being advanced, innovative, and challenging after four years of exploration on the teaching reform of Fermentation Engineering. In this model, the online and offline teaching content is re-organized, with the introduction of cutting-edge knowledge; an active learning environment is created to cultivate advanced thinking; contextualized project-based teaching method is employed to provide practical scenarios and challenging tasks; a multi-assessment model composed of students, teachers, and corporate (expert) judges is formed to stimulate the enthusiasm for learning; the forms of ideological and political education are enriched to improve the attraction of the course. The teaching reform has stimulated the teachers' enthusiasm for teaching and building rapport with students and improved the students' participation, experience, and initiative, with the formation of a distinctive feature of combining theory with practice and engineering. Furthermore, the reform has improved students' self-learning, collaborative ability, skills in solving complex engineering problems, and gaining sense, achieving the teaching goals.

Cultivating undergraduates' scientific research literacy is of great significance to their academic careers. How to improve undergraduates' skills in scientific research and foster their scientific research literacy has become an important issue that needs to be explored in the current higher education. We conducted project-based research on the screening, isolation, identification, and functional characterization of microorganisms from special habitats to cultivate the scientific research literacy of undergraduates with microbial knowledge background based on their interests. Such student-centered independent research can stimulate students' enthusiasm for learning and cultivate their scientific research literacy. The project-based research can cover the basic content involved in the traditional course of experimental microbiology, which improves students' basic skills of performing microbial experiments. Moreover, students' initiative and teamwork ability can be initiated by the group research. Each group can isolate target microorganisms and complete the research on the basic characteristics and functions of target microorganisms. Finally, the students can publish a review paper on a topic of microbiology, which cultivates their scientific research literacy. In conclusion, the project-based research on the screening and characterization of special functional microorganisms is an important subject for cultivating the scientific research literacy of undergraduates.

The teaching of Microbiology Experiments encountered the problems such as the failure to emphasize the center role of students, difficulty in cultivating students' innovative thinking, inability to stimulate students' learning enthusiasm, and inappropriate assessment methods that fail to reflect students' actual abilities. In response to these problems, we have designed the open experiments in Microbiology to arouse students' interests, encourage their participation, and enhance their innovation capability. A three-stage teaching design of Microbiology Experiments was adopted, involving literature research, experimentation, and result summary. This approach enables us to establish a comprehensive assessment plan and achieve the teaching objectives. Additionally, it enriches the professional practice teaching system that is closely linked to theoretical teaching and features the combination of basic, integrated, and innovative teaching. The implementation of open experiments has enhanced students' study skills, research training and project practice, and improved the level of innovation capability in participating in competitions. In addition, open experiments place higher requirements on teachers' research literacy and teaching ability. Proper laboratory management is necessary to ensure the smooth implementation of open experiments.

The development and utilization of agricultural microbial resources has a broad prospect, and the rapid development of this industry has put forward new requirements for the training of professional talents. Agricultural colleges and universities, as the main force fostering talents in microbiology, should take the initiative to adapt to the industry development and promote the education reform for training talents in excavation and utilization of agricultural microbial resources in the context of integration of ideological and political education, so as to contribute to the development of this industry. This paper analyses the opportunities and dilemmas facing the education of professional degree postgraduates in excavation and utilization of agricultural microbial resources under the new situation, and puts forward the direction and path of the education reform.