依托学科竞赛的生物科学专业本科生培养模式初探
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摘要
学科竞赛是理论知识的系统应用,可有效培养和锻炼学生的动手操作能力、创新思维能力和团队协作能力。以浙江省大学生生命科学竞赛平台为支撑,浙江中医药大学生物科学专业学生通过一年级奠定专业基础、二年级申报课题、三年级竞赛比拼和四年级成果展示等四个阶段梯度式学习,专业理论知识和实验技能得到了巩固和提升,取得了较为理想的培养效果,形成了独特的创新人才培养模式,为新形势下生物科学专业人才培养提供一条思路。
Subject competition is the systematic application of theoretical knowledge and the effective means to cultivate the operation ability, creative thinking ability and collaboration ability. Based on the platform of life science competition for the college students of Zhejiang Province, undergraduates major in biological science can lay the foundation for the freshman, apply funds for the sophomore, compete for the junior,and present for the senior. Undergraduates major in biological science can consolidate professional theoretical knowledge and technology skills gradually through the four years training, and innovate talent-training model for bioscience undergraduate has also developed. The talent-training model gets an ideal effect and provides a bioscience professionals cultivating approach under the new situation.
Subject competition is the systematic application of theoretical knowledge and the effective means to cultivate the operation ability, creative thinking ability and collaboration ability. Based on the platform of life science competition for the college students of Zhejiang Province, undergraduates major in biological science can lay the foundation for the freshman, apply funds for the sophomore, compete for the junior,and present for the senior. Undergraduates major in biological science can consolidate professional theoretical knowledge and technology skills gradually through the four years training, and innovate talent-training model for bioscience undergraduate has also developed. The talent-training model gets an ideal effect and provides a bioscience professionals cultivating approach under the new situation.
引文
[1]宋爽,杨健全.依托学科竞赛的创新创业教育模式探索与实践.实验室研究与探索,2016,35(11):193-195
[2]江学焕,梁玉红,黄海波,等.大学生工程实践能力培养中学科竞赛与教师科研结合的探索.实验技术与管理,2016,33(4):182-185
[3]杨志东,陈小桥.学科竞赛与创新人才培养模式的探索与研究-以电子类学科竞赛为例.实验技术与管理,2016,33(2):14-16,23
[4]彭建良,胡春霞,张爽爽.学科竞赛与课堂教学相互融合的研究究-以浙江工商大学物流管理专业为例.齐鑫物流教育,2016,35(8):179-182
[5]林木辉,张杰,包正委.开展学科竞赛改进教与学方式.福建师范大学学报(自然科学版),2011,27(3):98-101
[6]周丽清.成人期后形式思维的发展与机制.华东师范大学博士论文.2016
[7]傅更锋,刘文华,樊燕蓉,等.理论联系实际培养学员的科研动手能力.南京军医学院学报,2003,25(2):129-130
[8]李建霞,周文和,李志伟.打造学科竞赛平台促进创新人才培养.实验室研究与探索,2017,36(5):216-218
[9]李俊杰.科研反哺教学的合理性及地方高校因应策略.教育研究,2012,(3):53-56,70
[10]李金昌,林家莲.实践教学与学科竞赛相结合促进创新人才培养,实验技术与管理,2011,28(11):1-3,16
[11]夏百战,吕燚.学科竞赛对独立学院教学工作的重要意义.中国现代教育装备,2009(17):167-169
[12]李国锋,张世英,李彬.论基于学科竞赛的大学生创新能力培养模式.实验技术与管理,2013,30(3):24-26,34
[2]江学焕,梁玉红,黄海波,等.大学生工程实践能力培养中学科竞赛与教师科研结合的探索.实验技术与管理,2016,33(4):182-185
[3]杨志东,陈小桥.学科竞赛与创新人才培养模式的探索与研究-以电子类学科竞赛为例.实验技术与管理,2016,33(2):14-16,23
[4]彭建良,胡春霞,张爽爽.学科竞赛与课堂教学相互融合的研究究-以浙江工商大学物流管理专业为例.齐鑫物流教育,2016,35(8):179-182
[5]林木辉,张杰,包正委.开展学科竞赛改进教与学方式.福建师范大学学报(自然科学版),2011,27(3):98-101
[6]周丽清.成人期后形式思维的发展与机制.华东师范大学博士论文.2016
[7]傅更锋,刘文华,樊燕蓉,等.理论联系实际培养学员的科研动手能力.南京军医学院学报,2003,25(2):129-130
[8]李建霞,周文和,李志伟.打造学科竞赛平台促进创新人才培养.实验室研究与探索,2017,36(5):216-218
[9]李俊杰.科研反哺教学的合理性及地方高校因应策略.教育研究,2012,(3):53-56,70
[10]李金昌,林家莲.实践教学与学科竞赛相结合促进创新人才培养,实验技术与管理,2011,28(11):1-3,16
[11]夏百战,吕燚.学科竞赛对独立学院教学工作的重要意义.中国现代教育装备,2009(17):167-169
[12]李国锋,张世英,李彬.论基于学科竞赛的大学生创新能力培养模式.实验技术与管理,2013,30(3):24-26,34