基于网络微平台教学的微生物学实验精细化及个性化教学改革
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摘要
为更好地适应信息化时代的微生物学实验教学特点,全面落实培养学生创新能力的全新微生物学实验教学手段体系的目标,在本次教改过程中,我们根据学生性格特点、学习成绩、爱好取向等多方面因素,对实验课程进行了精细化、个性化的分组,同时针对性地选取现代化网络微平台开展实验教学(课堂派、微助教、雨课堂、UMU、班级优化大师等),并进行了为期一年的试点改革。改革结果发现,基于网络微平台的精细化及个性化的混合交互式教学,促进了教学由"定性分析"向"精准定量分析"转变。学生深感多层次微生物学实验教学体系配合精细化教学手段和工具,能更加有助于个性化实践学习,极大激发了学习兴趣,提高了学习效果,全面提升了学生的综合创新能力。
Modern informational social calls for the new pattern of microbiological experiment teaching reform. The microbiology experiment teaching of cultivating students' innovative ability is fully implemented. Based on the characteristics of students' personality, academic performance, and hobbies, etc., refined and individualized groups were built before the class. Moreover, The main network of modern information teaching technology such as Classroom, Micro Tas, Rain Classroom, UMU and Optimization of Master Class were introduced in the Microbiology Experiment teaching and carried out for one-year pilot reform. According to the individualized characteristics of the students, five mainstream teaching platforms were carried out in the teaching of five different "Microbiology Experiment" groups. The results of the reform showed that the blended interactive teaching with refinement, individuation and network, which could promote the transformation from "qualitative analysis" to "precision quantitative analysis". Students were deeply aware that individualized practical learning with the elaboration of teaching methods and tools had more advantages. The learning interest was stimulated and learning effect were promoted as well as comprehensive innovation ability of microbiology experiment was improved in students.
Modern informational social calls for the new pattern of microbiological experiment teaching reform. The microbiology experiment teaching of cultivating students' innovative ability is fully implemented. Based on the characteristics of students' personality, academic performance, and hobbies, etc., refined and individualized groups were built before the class. Moreover, The main network of modern information teaching technology such as Classroom, Micro Tas, Rain Classroom, UMU and Optimization of Master Class were introduced in the Microbiology Experiment teaching and carried out for one-year pilot reform. According to the individualized characteristics of the students, five mainstream teaching platforms were carried out in the teaching of five different "Microbiology Experiment" groups. The results of the reform showed that the blended interactive teaching with refinement, individuation and network, which could promote the transformation from "qualitative analysis" to "precision quantitative analysis". Students were deeply aware that individualized practical learning with the elaboration of teaching methods and tools had more advantages. The learning interest was stimulated and learning effect were promoted as well as comprehensive innovation ability of microbiology experiment was improved in students.
引文
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[7]Wang SG.Rain Classroom:The wisdom teaching tool in the context of mobile internet and big data[J].Modern Educational Technology,2017(5):26-32(in Chinese)王帄国.雨课堂:移动互联网与大数据背景下的智慧教学工具[J].现代教育技术,2017(5):26-32
[8]Chen YP,Chen XS.Application of the flipped classroom model in physiology teaching based on UMU platform[J].China Medicine Education Technology,2018,32(2):192-194,211(in Chinese)陈玉萍,陈学顺.基于UMU平台的生理学翻转课堂教学实践探讨[J].中国医学教育技术,2018,32(2):192-194,211
[9]Wei XF,Yang XM,Zhang YM.Application scenarios and efficient management of fragmented learning resources in mobile internet era[J].China Educational Technology,2017(5):117-122(in Chinese)魏雪峰,杨现民,张玉梅.移动互联时代碎片化学习资源的适用场景与高效管理[J].中国电化教育,2017(5):117-122
[10]Chen WL,Hu S.Outside the classroom-teaching reform practices of Microbiology by flipped classroom[J].Microbiology China,2016,43(4):735-741(in Chinese)陈雯莉,胡胜.课堂之外--微生物学“翻转课堂”的改革实践[J].微生物学通报,2016,43(4):735-741
[2]Xie H,Ying QQ,Chen D,et al.Studies in microbiological experiment pedagogical reform under overlapping of multiple branches of learning in colleges and universities[J].Journal of Microbiology,2017,37(4):133-136(in Chinese)谢晖,应琼琼,陈丹,等.多学科交叉下工科院校微生物学实验教学改革刜探[J].微生物学杂志,2017,37(4):133-136
[3]Xie H,Ying QQ,Zeng Q,et al.Research on the teaching reform of interdisciplinary microbiology in engineering colleges-Take experiment of soil microbial system evolution as an example[J].Journal of Biology,2018(in Chinese)谢晖,应琼琼,曾琦,等.突出工科院校学科交叉微生物学实践教学改革研究--以土壤微生物系统迚化综合大实验为例[J].生物学杂志,2018
[4]Jia N.Re-examination of the learning style of undergraduate students in the digital learning era[J].Journal of Educational Development,2017(5):93-96(in Chinese)贾楠.数字化学习时代下对大学生学习方式的重新审视[J].教育导刊,2017(5):93-96
[5]Ji GQ.Exploration of high efficiency classroom informationization teaching mode based on Ketangpai[J].Vocational Technology,2017,16(1):63-65(in Chinese)冀国强.基于课堂派的高效课堂信息化教学模式探究[J].职业技术,2017,16(1):63-65
[6]Zhao LX,Li GS,Men JY,et al.Procedural teaching evaluation of pharmaceutical engineering process design by micro assistant[J].Higher Education in Chemical Engineering,2017(6):83-87,98(in Chinese)赵林秀,李刚森,门吉英,等.微助教辅助制药工程工艺设计教学的过程性评价[J].化工高等教育,2017(6):83-87,98
[7]Wang SG.Rain Classroom:The wisdom teaching tool in the context of mobile internet and big data[J].Modern Educational Technology,2017(5):26-32(in Chinese)王帄国.雨课堂:移动互联网与大数据背景下的智慧教学工具[J].现代教育技术,2017(5):26-32
[8]Chen YP,Chen XS.Application of the flipped classroom model in physiology teaching based on UMU platform[J].China Medicine Education Technology,2018,32(2):192-194,211(in Chinese)陈玉萍,陈学顺.基于UMU平台的生理学翻转课堂教学实践探讨[J].中国医学教育技术,2018,32(2):192-194,211
[9]Wei XF,Yang XM,Zhang YM.Application scenarios and efficient management of fragmented learning resources in mobile internet era[J].China Educational Technology,2017(5):117-122(in Chinese)魏雪峰,杨现民,张玉梅.移动互联时代碎片化学习资源的适用场景与高效管理[J].中国电化教育,2017(5):117-122
[10]Chen WL,Hu S.Outside the classroom-teaching reform practices of Microbiology by flipped classroom[J].Microbiology China,2016,43(4):735-741(in Chinese)陈雯莉,胡胜.课堂之外--微生物学“翻转课堂”的改革实践[J].微生物学通报,2016,43(4):735-741