基于知识框架构建的《分子生物学》翻转课堂改革与实践
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摘要
由知识传授向能力培养转变是大学课堂教学改革始终要坚持的方向。借助于优质的数字课程资源,课程组在华中农业大学国家生物学理科基地班开展《分子生物学》理论教学的翻转课堂实践。课程围绕知识框架的构建与完善,充分发挥教师的引导作用,从用好自学平台、精心组织见面课、鼓励拓展学习等方面开展改革探索。实践表明,该模式有助于激发学生的学习兴趣,促进师生间、学生间的交流与思想碰撞,能有效培养学生自主学习能力和科学思维,达到深度学习的效果。
Switch from knowledge transference to ability cultivation is the direction that university classroom teaching reform should always stick to. With the help of high quality digital curriculum resources, the teaching group applied the flipped classroom practice of Molecular Biology course in National Biology Science Base of Huazhong Agricultural University. With focus on the construction and improvement of the knowledge framework, the practice gives full play to the guiding role of teachers by using the self-study platform, carefully organizing face to face classes, and encouraging expansion of learning. It shows that the practice is helpful to stimulate students' interest in learning, promote communication and collision of ideas between teacher and students. So this module can effectively cultivate students' self-learning ability and scientific thinking, and achieve the effect of deep learning accordingly.
Switch from knowledge transference to ability cultivation is the direction that university classroom teaching reform should always stick to. With the help of high quality digital curriculum resources, the teaching group applied the flipped classroom practice of Molecular Biology course in National Biology Science Base of Huazhong Agricultural University. With focus on the construction and improvement of the knowledge framework, the practice gives full play to the guiding role of teachers by using the self-study platform, carefully organizing face to face classes, and encouraging expansion of learning. It shows that the practice is helpful to stimulate students' interest in learning, promote communication and collision of ideas between teacher and students. So this module can effectively cultivate students' self-learning ability and scientific thinking, and achieve the effect of deep learning accordingly.
引文
[1]李慧星,李杰,臧晋.问题导向教学法在分子生物学理论课程的教学实践.教育教学论坛, 2016(5):162-163
[2]莫日根,邢万金,范丽菲,等.科学史引导的分子生物学教学架构和实践.生物学杂志, 2016, 33(5):112-116
[3]秦少伟,赵利峰. Sandwich教学法在分子生物学教学中的应用.教育教学论坛, 2016(51):173-174
[4]赵利峰,秦少伟.从问卷调查看分子生物学学习和教学现状.教育教学论坛, 2016(25):128-130
[5]张振桢,许煜泉,黄海.拟南芥——一把打开植物生命奥秘大门的钥匙.生命科学, 2006, 18(5):442-446
[6]高瑾,路秋丽,赵莉,等.基于网络教学平台的数字课程研究与开发.现代教育技术, 2011, 21(12):131-134
[7]周剑雄,吴京,罗鹏飞.基于MOOC资源的翻转课堂教学模式分析.高等教育研究学报, 2017, 40(4):50-55, 107
[8]刘军,祝雪珂,郑涛,等.“双主”式翻转课堂教学模式构建及其应用研究.课程与教学, 2015(12):77-83
[9]杨婉莹,曹阳.翻转课堂在《分子生物学》教学中的应用.广东蚕业, 2015, 49(3):34-36
[10]孙飞龙,孙先锋,王晓军,等.“分子生物学”翻转课堂教学模式研究与实践.新课程研究, 2017(8):44-45
[11]宋岚,程莉娟,胡梅,等.翻转课堂在中医院校分子生物学教学中的应用初探.卫生职业教育, 2016, 34(15):60-61
[12]张亚娟.建构主义教学理论综述.教育现代化,2018(12):171-172
[2]莫日根,邢万金,范丽菲,等.科学史引导的分子生物学教学架构和实践.生物学杂志, 2016, 33(5):112-116
[3]秦少伟,赵利峰. Sandwich教学法在分子生物学教学中的应用.教育教学论坛, 2016(51):173-174
[4]赵利峰,秦少伟.从问卷调查看分子生物学学习和教学现状.教育教学论坛, 2016(25):128-130
[5]张振桢,许煜泉,黄海.拟南芥——一把打开植物生命奥秘大门的钥匙.生命科学, 2006, 18(5):442-446
[6]高瑾,路秋丽,赵莉,等.基于网络教学平台的数字课程研究与开发.现代教育技术, 2011, 21(12):131-134
[7]周剑雄,吴京,罗鹏飞.基于MOOC资源的翻转课堂教学模式分析.高等教育研究学报, 2017, 40(4):50-55, 107
[8]刘军,祝雪珂,郑涛,等.“双主”式翻转课堂教学模式构建及其应用研究.课程与教学, 2015(12):77-83
[9]杨婉莹,曹阳.翻转课堂在《分子生物学》教学中的应用.广东蚕业, 2015, 49(3):34-36
[10]孙飞龙,孙先锋,王晓军,等.“分子生物学”翻转课堂教学模式研究与实践.新课程研究, 2017(8):44-45
[11]宋岚,程莉娟,胡梅,等.翻转课堂在中医院校分子生物学教学中的应用初探.卫生职业教育, 2016, 34(15):60-61
[12]张亚娟.建构主义教学理论综述.教育现代化,2018(12):171-172
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