Construction and Implementation of the “Four-Dimensional”Classroom in Cell Biology
GAN Lu1,2, ZHANG Jiaxin3, LU Xiaoyu1, WANG Fengjian1, XU Lei2, ZHANG Yachun2, WU Haidan2, HE Yuchi2*
Cell Biology is a core discipline at the forefront of modern life sciences, characterized by rapid knowledge iteration and profound interdisciplinary integration. However, traditional teaching practices have long been constrained by fragmented knowledge frameworks, singular teaching modalities, and insufficiently holistic evaluation dimensions. To address these challenges, this study takes the disciplinary logic of “Structure-Function-Regulation” as its central thread, leveraging a modular teaching system and a “Teaching-Life” dual-integration learning model to construct a “Four-Dimensional” Cell Biology classroom characterized by depth in knowledge delivery, breadth in learning extension, warmth in teaching interaction, and intensity in learning engagement. The initiative aims to systematically enhance the quality of classroom instruction and the efficacy of talent cultivation. Through modular reorganization of teaching content, multi-dimensional innovation in pedagogical approaches, and full-cycle reconstruction of the evaluation system, this framework establishes an integrated education mechanism that bridges in-class and extracurricular learning, integrating knowledge transmission, competency training, and value guidance. It further forms a replicable and scalable paradigm for Cell Biology teaching reform, offering a practical and referential pathway for talent development in the field of Cell Biology.
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