研究型教学模式在分子生物学课程中的应用
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摘要
在科学与技术快速发展的今天,生命科学各领域的研究呈现出日新月益的景象,突破性研究成果不断涌现,为时代的发展刻下了深刻的印记。然而,现存的大学分子生物学等相关专业课程依然保留较浓的传统教学模式,教学理念陈旧,教学手段单一,已无法很好的适应当今社会与科学发展对大学教育的需要。作者以生命科学发展的现状为切入点,探讨目前大学分子生物学专业课程教学中的突出问题及相应解决途径。
At present, in the trend of rapid development of science and technology, the studies in various fields of life science, as in other disciplines, show the new features. A lot of amazing achievements emerge continuously, which make a profound mark for this great era. But, current teaching and studying modes on molecular biology still remain traditional, in which teaching idea is outdated, and teaching measure is dull. All these can't make present education of life science adapt to the requirement of social and scientific development. Based on the current situation of life science, the problems and corresponding solutions in education of molecular biology today are explored.
At present, in the trend of rapid development of science and technology, the studies in various fields of life science, as in other disciplines, show the new features. A lot of amazing achievements emerge continuously, which make a profound mark for this great era. But, current teaching and studying modes on molecular biology still remain traditional, in which teaching idea is outdated, and teaching measure is dull. All these can't make present education of life science adapt to the requirement of social and scientific development. Based on the current situation of life science, the problems and corresponding solutions in education of molecular biology today are explored.
引文
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[2]OSBORNE J,SIMON S,COLLINS S.Attitudes towards science:a review of the literature and its implications[J].International Journal of Science Education,2003,25(9):1049-1079.
[3]GORMALLY C.Deaf,hard-of-hearing,and hearing signing undergraduates'attitudes toward science in Inquiry-Based biology laboratory classes[J].CBE Life Sciences Education,2017,16(1):1-13.
[4]BANGERA G,BROWNELL S E.Course-based undergraduate research experiences can make scientific research more inclusive[J].CBE Life Sciences Education,2014,13(4):602-606.
[5]LINN M C,PALMER E,BARANGER A,et al.Undergraduate research experiences:Impacts and opportunities[J].Science,2015,347(6222):1261757.
[6]吴风瑞,丁彪,刘勇,等.动物生物化学实验教学改革探索[J].阜阳师范学院学报(自然科学版),2014,31(2):108-110.
[7]BROWN D E,CLEMENT J.Overcoming misconceptions via analogical reasoning:abstract transfer versus explanatory model construction[J].Instructional Science,1989,18(4):237-261.
[8]SOKOLOFF D R,THORNTON R K.Using interactive lecture demonstrations to create an active learning environment[J].The Physics Teacher,1997,35(6):340-347.
[9]AUCHINCLOSS L C,LAURSEN S L,BRANCHAWJ L,et al.Assessment of Course-Based undergraduate research experiences:a meeting report[J].CBE Life Sciences Education,2014,13(1):29-40.
[10]WATKINS J,COFFEY J E,REDISH E F,et al.Disciplinary authenticity:Enriching the reforms of introductory physics courses for life-science students[J].Physical Review Special Topics-Physics Education Research,2012,8(1):010112.
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[12]SCHEINER S M.Toward a conceptual framework for biology[J].Quarterly Review of Biology,2010,85(3):293-318.