分子生物学模块化教学改革的探索与实践
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摘要
分子生物学现已成为生命科学领域生物科学相关专业最基础、最重要和最前沿的主干课程之一,目前基本的教学模式仍然沿用传统的教学方式,创新性不足。介绍了分子生物学教学模式的现状与模块化教学的应用,阐述了分子生物学模块化教学改革的思路与内容,将课程讲授内容分成"遗传信息的传递、分子生物学实验技术、基因的表达与调控、分子生物学的应用与进展"4个模块,并将实验授课相应分成"基础性、综合性、设计性、创新性"实验模块,并总结了该教学模式在实施过程中的实践经验与初步成效,并对今后模块化教学改革进行了展望。
Molecular biology has become the most basic,important and frontier main course in life science,but its teaching mode still uses the traditional teaching way and is lack of innovation. This article introduces the status of the module teaching system in molecular biology and its application. The constructed ideas and reformation contents are elucidated. The course content is divided into four modules,these are " genetic information transmission,molecular biological technology,gene expression and regulation,application and development of molecular biology ". The corresponding experimental teaching is divided into " basic,comprehensive and design,innovative " experiment module. The practicing experiences and preliminary effects in the implementation process are summarized and the future of module teaching reform are also discussed as well.
Molecular biology has become the most basic,important and frontier main course in life science,but its teaching mode still uses the traditional teaching way and is lack of innovation. This article introduces the status of the module teaching system in molecular biology and its application. The constructed ideas and reformation contents are elucidated. The course content is divided into four modules,these are " genetic information transmission,molecular biological technology,gene expression and regulation,application and development of molecular biology ". The corresponding experimental teaching is divided into " basic,comprehensive and design,innovative " experiment module. The practicing experiences and preliminary effects in the implementation process are summarized and the future of module teaching reform are also discussed as well.
引文
[1]钱诗.模块化教学模式下的教学案例分析[D].武汉:华中师范大学,2014.
[2]郑浩,陶虎,王晓辉.高校模块化教学模式及其效果评价方法[J].科技信息,2010(25):439,441.
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[4]蒋承建,杨洋,何勇强.基于“双平台+模块化”模式的大学酶工程课程教学实践研究[J].大学教育,2013(14):95-96,99.
[5]侯刚,冯波,卢伙胜.模块化教学在《生物多样性》课程中的应用与教学改革探讨[J].新西部,2011,8(24):218,226.
[6]戴亦军,何伟,袁生,等.模块化微生物学实验课教学体系的探索与实践[J].微生物学通报,2015,42(9):1809-1816.
[7]王娟,黎双飞,余少文.遗传学实验模块化教学改革的精细与粗放管理[J].实验室研究与探索,2010,29(8):244-245,276.
[8]戚晓利,张丽敏,薛春梅.分子生物学教学改革的探索[J].生物学杂志,2003,20(6):51-52.
[9]张宝珠,陈德富.培养学生综合能力的“分子生物学实验”课程体系的建立[J].高等理科教育,2005(4):90-92.
[10]梁健,段瑞君,魏晓星.基于能力培养的分子生物学实验教学改革与探索[J].生物学杂志,2014,31(2):109-111.
[11]段瑞君,梁健.分子生物学“3+1”实验教学体系的探索与实践[J].教育教学论坛,2015(6):229-230.
[12]王袆玲,秦永燕.分子生物学课程教学改革探索[J].当代教育论坛(学科教育研究),2008(4):99-100.
[13]王荣,刘勇,姜双林.高等师范院校分子生物学课程教学改革与实践[J].生物学杂志,2012,29(1):100-102.
[14]王青松,蔡望伟,周代锋,等.PBL教学法在医学分子生物学教学中的应用[J].基础医学教育,2013,15(3):234-236.
[2]郑浩,陶虎,王晓辉.高校模块化教学模式及其效果评价方法[J].科技信息,2010(25):439,441.
[3]羊裔高,张伟利.大学计算机基础教育模块化教学模式新探[J].河北师范大学学报(教育科学版),2012,14(5):95-96.
[4]蒋承建,杨洋,何勇强.基于“双平台+模块化”模式的大学酶工程课程教学实践研究[J].大学教育,2013(14):95-96,99.
[5]侯刚,冯波,卢伙胜.模块化教学在《生物多样性》课程中的应用与教学改革探讨[J].新西部,2011,8(24):218,226.
[6]戴亦军,何伟,袁生,等.模块化微生物学实验课教学体系的探索与实践[J].微生物学通报,2015,42(9):1809-1816.
[7]王娟,黎双飞,余少文.遗传学实验模块化教学改革的精细与粗放管理[J].实验室研究与探索,2010,29(8):244-245,276.
[8]戚晓利,张丽敏,薛春梅.分子生物学教学改革的探索[J].生物学杂志,2003,20(6):51-52.
[9]张宝珠,陈德富.培养学生综合能力的“分子生物学实验”课程体系的建立[J].高等理科教育,2005(4):90-92.
[10]梁健,段瑞君,魏晓星.基于能力培养的分子生物学实验教学改革与探索[J].生物学杂志,2014,31(2):109-111.
[11]段瑞君,梁健.分子生物学“3+1”实验教学体系的探索与实践[J].教育教学论坛,2015(6):229-230.
[12]王袆玲,秦永燕.分子生物学课程教学改革探索[J].当代教育论坛(学科教育研究),2008(4):99-100.
[13]王荣,刘勇,姜双林.高等师范院校分子生物学课程教学改革与实践[J].生物学杂志,2012,29(1):100-102.
[14]王青松,蔡望伟,周代锋,等.PBL教学法在医学分子生物学教学中的应用[J].基础医学教育,2013,15(3):234-236.