繁体
繁体2025-12-08 08:55发布于上海
在竞争激烈的STEM升学领域，生物学成为学生关注的热门方向。高校不仅看重分数与证书，更关注学生是否理解科研本质、具备发现问题、设计方案和提出创新思路的能力。然而，传统课堂多停留在概念层面，缺乏真实情境的实践机会。
In the highly competitive STEM admissions landscape, biology has become a popular focus for many students. Universities today value not only grades and certificates, but also whether students truly understand the nature of scientific research and possess the ability to identify problems, design solutions, and propose innovative ideas. However, traditional classrooms often remain at the level of abstract concepts, offering limited opportunities for practice in real-world contexts.
为此，探路者课程重点项目——LCC（Lab Course for Creativity）生命科学创新课程，以“前沿趋势学习 × 理论基础 × 实验创造”为核心，带领学生进入真实科研情境，用科学方法探索社会健康议题，培养能解决现实问题的年轻研究者，让学生在开放的科研场景中真正“像研究者一样思考”。
To address this need, the Pathfinder Program's flagship project—LCC (Lab Course for Creativity) in Life Sciences—centers on "frontier trend learning × theoretical foundations × experimental innovation." It immerses students in real scientific research environments, guiding them to explore public health issues through scientific methods and equipping them to become young researchers capable of solving real-world problems. In this open and authentic research setting, students learn to truly "think like researchers."
Part 1
课程内容与项目框架：
一次从问题到解决方案的科研式学习
Course Content & Project Framework :
A Research-Oriented Journey From Problem to Solution
本次项目的起点不是一节概念课，而是一个当今生命科学界正在努力解决的真实科研问题：
This project does not begin with a typical concept-based lesson, but with a real scientific question that today's life science community is actively working to solve:
随着现代社会节奏加快、心理压力增加，抑郁症已经成为全球范围内的重大公共健康挑战。传统药物治疗虽然有效，但仍存在依赖性强、副作用显著等局限，因此科研界开始将目光投向肠道微生物、合成生物学与脑肠轴（Gut-Brain Axis）等前沿方向。
As modern life accelerates and psychological stress increases, depression has become a major global public health challenge. Although conventional drug treatments are effective, they carry limitations such as strong dependency and significant side effects. As a result, researchers have begun to turn toward cutting-edge fields such as gut microbiota, synthetic biology, and the gut–brain axis.
*图片来源于IGEM官网
这个科学问题决定了学生必须跨学科思考：
他们无法仅依靠“记住生物概念”来回答，更需要理解这些理论研究的实际应用。这是一场需要生物学、化学、工程设计、心理学共同参与的科学探究，而学生将以“准研究员”的身份深度参与其中。
This scientific question requires students to think across disciplines. They cannot rely solely on "memorizing biological concepts"; instead, they must understand how theoretical research is applied in real contexts. This inquiry calls for the combined perspectives of biology, chemistry, engineering design, and psychology—and students will engage deeply throughout the process as junior researchers.
知识与实验融合：
一条遵循科学逻辑的“知行合一”路径
Integration of Knowledge and Experimentation:
A Science-Based Pathway of "Knowing and Doing"
整个项目采用“理论理解 → 技术学习 → 实验验证 → 工程设计”的路径，让学生在行动中建构知识体系。这一设计遵循建构主义（Constructivism）核心理念，即学习必须通过“主动实践”才能真正被吸收。
The entire project follows a pathway of "theoretical understanding → technical learning → experimental validation → engineering design," enabling students to build their knowledge system through action. This structure reflects the core principles of Constructivism, which holds that meaningful learning can only occur through active, hands-on engagement.
理论奠基：
从宏观问题到微观机制
Laying the Theoretical Foundation:
From Macro-Level Questions to Micro-Level Mechanisms
学生首先理解抑郁症的病理机制、5-HT 与情绪调节的关系、脑肠轴的双向通讯机制，并学习如何查阅科研文献、阅读真实科学论文。他们逐渐从“为什么要研究这个问题”建立起科学的整体框架。
Students begin by understanding the pathological mechanisms of depression, the relationship between 5-HT and emotional regulation, and the bidirectional communication of the gut–brain axis. They also learn how to search for scientific literature and read real research papers. Through this process, they gradually build a scientific framework starting from the fundamental question: "Why is this problem worth studying?"
实验技能掌握：
用手“理解”科学
Mastering Experimental Skills:
Understanding Science Through Hands-On Practice
在实验阶段，学生们将亲手完成：
In the experimental phase, students will personally carry out:
目标基因 TPH1/TDC 的 PCR 扩增
DNA 电泳与胶回收
基因克隆与转化
蛋白表达与 SDS-PAGE 鉴定
*动物（实验鼠）活体实验 （*该实验由专业科研人员指导，请勿模仿）
PCR amplification of target genes TPH1/TDC
DNA electrophoresis and gel extraction
Gene cloning and transformation
Protein expression and SDS-PAGE identification
*In vivo experiments with laboratory mice
*All animal experiments are conducted under the supervision of professional research personnel. Do not attempt to replicate these procedures.
通过这些实验操作，学生不仅理解理论，更能掌握一套科研最核心的技能链：提出假设、设计技术路径、操作实验、记录数据、分析结果，并不断优化方案。每一个步骤都紧密对应科研过程的自然逻辑，让学生在“做”的过程中理解机制，而不是被动记忆概念。
Through these experimental workflows, students not only understand theoretical concepts but also gain mastery of the core skills essential to scientific research: formulating hypotheses, designing technical routes, performing experiments, recording data, analyzing results, and continually optimizing their approach. Every step aligns closely with the natural logic of the research process, enabling students to grasp scientific mechanisms through doing, rather than passively memorizing concepts.
工程设计：
让科学走向应用
Engineering Design:
Bringing Science Into Real-World Application
课程的最后阶段，学生将基于实验和理论理解，设计自己的工程益生菌模型——思考菌株如何在肠道中运作？如何影响 5-HT 生成？如何融入脑肠轴机制？
In the final stage of the course, students apply their experimental and theoretical understanding to design their own engineered probiotic model—
considering how the strain would function in the gut, how it might influence 5-HT production, and how it could integrate into the gut–brain axis mechanism.
他们将完成胶囊模型设计、脑肠轴作用模型图构建，为项目带来应用层面的创新想象。他们将首次以科研人员的视角设计解决方案，而不再只是完成实验步骤。
They will develop capsule design prototypes and construct mechanism diagrams illustrating the probiotic's interaction with the gut–brain axis, bringing application-oriented innovation into the project. For the first time, students approach the task from a researcher's perspective—designing solutions rather than simply completing experimental steps.
导师角色
Role of the Mentors
整个生物科研项目由来自高校实验室与科研机构的专业导师授课，他们带来前沿科研视角、严谨的实验训练和工程思维的启发，引导学生在真实科研逻辑中学习、在真实挑战中成长。
The entire biology research project is taught by professional mentors from university laboratories and research institutions. They bring cutting-edge scientific perspectives, rigorous experimental training, and engineering-driven ways of thinking. Their guidance enables students to learn through authentic scientific logic and grow through real research challenges.
在项目过程中，导师以学生为中心，通过科学引导而非直接提供答案，帮助学生：
Throughout the project, mentors adopt a student-centered approach—providing scientific guidance rather than direct answers—and help students to:
在项目初期，将生物理论与实际问题结合，明确研究兴趣点
在实验过程中，提供“脚手架式”支持，引导学生自主设计实验并解决操作难题
在成果展示阶段，将实验数据与理论分析有机结合，构建清晰的科学表达
At the beginning of the project: connect biological theory with real-world problems and identify their research focus.
During the experimental phase: offer scaffolded support, guiding students to independently design experiments and solve technical difficulties.
During the presentation phase: integrate experimental data with theoretical analysis to build clear and logical scientific communication.
这种引导模式不仅提升了学生的学习自主性，也让他们首次真切体验到“自己就是研究者”的科研感受。
This guidance model not only strengthens students' learning agency but also allows them to genuinely experience, for the first time, what it feels like to be a researcher.
Part 2
项目成果：
从实验台走向科研思维的形成
Project Outcomes:
From the Lab Bench to the
Development of Scientific Thinking
在生命科学学习中，结果从不是终点。真正关键的是让学生经历从提出假设、设计方案到验证思路的完整科研过程。高藤探路者课程的成果包括“可展示的作品”和“可迁移的能力”，共同构建学生未来科研能力的基础。
In life sciences education, results are never the ultimate goal. What truly matters is guiding students through the full research process—from forming a hypothesis to designing a method and validating an idea. The outcomes of the SMCS Pathfinder Program include both tangible deliverables and transferable skills, together building a strong foundation for students' future research capabilities.
① 可展示的科研作品：构建升学竞争力的硬核证据
项目最终，学生将产出一套完整、规范、可用于升学与科研申请的科研成果，包括：
课题海报
项目答辩报告
结课证书
工程益生菌与脑肠轴作用模型图
完成项目后，学生还可参加CTB创新研究项目。这些成果不仅展示了学生的技术能力，更体现他们对科研问题的思考深度、跨学科整合能力以及工程化的创新思路。导师也会协助学生总结亮点，将其转化为作品集内容或大学申请中的科研经历，使这段项目成为学生的差异化优势。
①Tangible Research Outputs: Hard Evidence That Builds Admission Competitiveness
By the end of the project, students will produce a complete and standardized set of research outputs that can be used for academic applications and research-related submissions, including:
A project poster
A project presentation
A course completion certificate
Engineered probiotic and gut–brain axis mechanism diagrams
Upon completing the program, students may also participate in the CTB Innovation Research Project. These deliverables not only demonstrate students' technical abilities but also reflect their depth of scientific thinking, interdisciplinary integration skills, and engineering-oriented creativity. Mentors will further help students refine these highlights and transform them into portfolio materials or research experiences for university applications—turning the project into a distinctive competitive advantage.
② 可迁移的科研能力：科学素养的真正核心
在真实的实验过程中，学生会经历失败、调整、分析与复现。这些经历形成的能力，远比单一实验成果更具有长期价值。
Transferable Research Skills: The True Core of Scientific Literacy
During authentic experimental work, students experience failure, adjustment, analysis, and replication. The abilities developed through these experiences hold far greater long-term value than any single experimental result.
研究者的“科研韧性”
Researchers' "Scientific Resilience"
PCR 扩不出条带、酶切失败、转化无阳性菌落……每一个实验难点都让学生重新经历一次“假设—验证—推翻—重建”的过程。
大量教育心理研究显示，这种反复试错能显著提升学生的自我效能感与学习韧性。学生逐渐从“怕失败”转变为“愿意从失败里找到答案”，这正是一名科研者最宝贵的品质。
Failed PCR amplifications, unsuccessful enzyme digestions, or no positive colonies after transformation—each experimental challenge forces students to go through the cycle of hypothesis → testing → refutation → reconstruction again.
Extensive educational psychology research shows that repeated trial-and-error significantly enhances students' self-efficacy and learning resilience. Students gradually shift from fearing failure to actively seeking answers through it—an invaluable quality for any researcher.
系统化的科学推理能力
Systematic Scientific Reasoning
在项目中，学生学习按科研逻辑组织思维：
文献 → 假设 → 实验设计 → 数据处理 → 结论与反思
这种结构化科学思考能力是生命科学研究的底层逻辑，也是国际高校高度重视的科研潜能指标。
In the project, students learn to organize their thinking according to scientific logic:
Literature → Hypothesis → Experimental Design → Data Analysis → Conclusion & Reflection
This structured approach to scientific reasoning forms the foundational logic of life sciences research and is a key indicator of research potential highly valued by top international universities.
数据驱动的批判性思维
Data-Driven Critical Thinking
工程益生菌模型的验证离不开数据分析。学生在不断对比、分析与推理的过程中，形成以证据作判断的科研习惯。这是从“学知识的人”成长为“做研究的人”的关键分水岭。
Verification of engineered probiotic models relies heavily on data analysis. By continuously comparing, analyzing, and reasoning from data, students develop a research habit of making evidence-based judgments—marking the crucial transition from knowledge learners to active researchers.
跨学科整合能力
Interdisciplinary Integration
生命科学中的抑郁症研究不仅涉及分子机制，还涵盖心理学、微生物学、代谢工程与生物化学。学生在本项目中首次意识到，科学问题的解决必须跨越学科边界。
他们会思考如：“肠道微生物如何和神经系统沟通？”这种跨学科思考，是 21 世纪科研创新的核心。
Research on depression in life sciences involves not only molecular mechanisms but also psychology, microbiology, metabolic engineering, and biochemistry. Through this project, students realize that solving complex scientific problems requires crossing disciplinary boundaries.
They begin to ask questions such as: "How do gut microbes communicate with the nervous system?" This interdisciplinary thinking is central to 21st-century scientific innovation.
专业的学术表达与协作能力
Professional Academic Communication & Collaboration
项目结尾的学术展示要求学生用科学语言表达：研究背景、工程设计逻辑、实验结果及分析、模型构建思路等。
这一过程同时锻炼学生团队协作、技术沟通、观点表达与科学论证能力——这些能力在科研、大学课堂乃至未来职业路径中都至关重要。
The final academic presentation requires students to articulate their work using scientific language: research background, engineering design rationale, experimental results and analysis, and model construction logic.
This process also hones teamwork, technical communication, argumentation, and scientific presentation skills—all critical for research, university coursework, and future professional paths.
从理解一个真实的健康议题，到用合成生物学方式提出可能的解决方案，再到用数据验证思路——学生真正经历了一个科研者的完整知识闭环。学生在探路者课程中获得的不只是学术能力、实验技能，更是跨学科整合、批判性思维与探索真实问题的能力，在高藤，他们不再只是“学习科学”，而是用知识设计解决方案，学习以科学改变世界的可能性。
From understanding a real public health issue, to proposing potential solutions through synthetic biology, and finally validating their ideas with data—students experience the full knowledge cycle of a true researcher.
What students gain from the Pathfinder Program is not only academic knowledge and experimental skills, but also interdisciplinary integration, critical thinking, and the ability to engage with real-world problems. At SMCS, they are no longer merely "learning science"—they are using knowledge to design solutions and exploring how science can change the world.
高藤致远创新学校 · 探路者课程
以真实场景为课堂,让学习自然发生
SMCS· Pathfinder Program
With real-world scenarios as classrooms,
learning happens naturally.
声明：本文内容为国际教育号作者发布，不代表国际教育网的观点和立场，本平台仅提供信息存储服务。
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