一致性建构原则下遗传学混合式教学设计与实践
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摘要
遗传学是从基因(组)水平研究生命的遗传和变异规律的生物学分支学科。遗传学教学应与不断发展的遗传学科和社会需求相适应。针对遗传学知识体系不断发展、生物学人才培养要求不断提升,教学团队以一致性建构原则为指导,开展遗传学混合式教学的课程设计与改革实践。改革举措具体包括:(1)以遗传分析为主线,建设遗传学在线课程资源;(2)对照布鲁姆教育目标分类,优化课程学习目标;(3)设计与教学目标一致的学习活动与学习测评,建构一致性;(4)丰富学习活动的形式,突出以"学"为中心,重视学生互动,促进主动学习,提升学习成效。问卷调查与成绩分析提示混合式教学改革取得了初步成果:课程受到了学生的充分肯定,并有助于提升学生的学习成效,值得进一步巩固和推广。本文介绍了混合式改革的教学设计与初步实践结果,为新时代遗传学教学的继续发展提供了新的思路和方法。
Genetics is a branch of biology that studies the laws of inheritance and variation from the level of genes(genomes). Genetics teaching should be compatible with the evolving genetic disciplines and social needs. In view of the continuous development of the genetics knowledge system and the requirements for the training of biological students,our teaching team carried out the curriculum design and implementation of genetics blended course under the principle of constructive alignment. The reform actions include:(1) constructing genetics online resources with genetic analysis as the main line;(2) optimizing the learning objectives according to bloom's educational goals classification;(3) designing learning activities and learning assessments under the principle of constructive alignment;(4) enrich the forms of learning activities, highlighting learning-centered course design and learner interaction, promoting active learning, and improving learning outcomes. The results of the questionnaire survey and exam result analysis suggest that the blended course reform has achieved initial results. The course is fully affirmed by the students and helps to improve learning outcomes, which is worthy of further consolidation and promotion. This paper generally introduces the curriculum design and preliminary practice of genetics blended course, providing new insights and approaches for the continued development of genetics teaching in the new era.
Genetics is a branch of biology that studies the laws of inheritance and variation from the level of genes(genomes). Genetics teaching should be compatible with the evolving genetic disciplines and social needs. In view of the continuous development of the genetics knowledge system and the requirements for the training of biological students,our teaching team carried out the curriculum design and implementation of genetics blended course under the principle of constructive alignment. The reform actions include:(1) constructing genetics online resources with genetic analysis as the main line;(2) optimizing the learning objectives according to bloom's educational goals classification;(3) designing learning activities and learning assessments under the principle of constructive alignment;(4) enrich the forms of learning activities, highlighting learning-centered course design and learner interaction, promoting active learning, and improving learning outcomes. The results of the questionnaire survey and exam result analysis suggest that the blended course reform has achieved initial results. The course is fully affirmed by the students and helps to improve learning outcomes, which is worthy of further consolidation and promotion. This paper generally introduces the curriculum design and preliminary practice of genetics blended course, providing new insights and approaches for the continued development of genetics teaching in the new era.
引文
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[16]Renton AE,ChiòA,Traynor BJ.State of play in amyotrophic lateral sclerosis genetics,Nat Neurosci,2014,17(1):17-23.
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[19]Wu YH,Lin J,Lu DR,Qiao SY.Utilizing and effect analysis of case-based teaching in genetics course.Biol Teach Univ Elect Edit,2013,3(2):25-28.吴燕华,卢大儒,林娟,乔守怡.案例式教学在遗传学课堂中的运用与效果分析.高校生物学教学研究(电子版),2013,3(2):25-28.
[20]He ZM,Bie LS,Li W.Application of medical cases in general genetics teaching in universities.Hereditas(Beijing),2018,40(1):75-85.贺竹梅,别林赛,李蔚.医学病例在高校普通遗传学教学中的运用.遗传,2018,40(1):75-85.
[2]Kennedy KJ.Conceptualising quality improvement in higher education:policy,theory and practice for outcomes based learning in Hong Kong.Journal of Higher Education Policy and Management,2011,33(3):205-218.
[3]Qiao SY.Analysis of the status of biology major construction and talent training.Biol Teach Univ Elect Edit,2012,2(3):3-6.乔守怡.生物学专业建设与人才培养现状分析.高校生物学教学研究(电子版),2012,2(3):3-6.
[4]Kaplan AM,Haenlein M.Higher education and the digital revolution:about MOOCs,SPOCs,social media,and the cookie monster.Bus Horiz,2016,59(4):441-450.
[5]Qiao SY.Commemorating professor Liu Zudong.Hereditas(Beijing),2010,32(4):287-288.乔守怡.纪念刘祖洞教授.遗传,2010,32(4):287-288.
[6]Qiao SY,Wu YH,Lin J,Lu DR.Genetics Digital Course.Beijing:High Education Press,2018.乔守怡,吴燕华,林娟,卢大儒.遗传学数字课程.高等教育出版社,2018年.
[7]Wu YH,Lin J,Lu DR,Pi Y,Guo B,Qiao SY.Taking the genetic science as the core and innovating talent training mode.Biol Teach Univ Elect Edit,2018,8(2):16-19.吴燕华,林娟,卢大儒,皮妍,郭滨,乔守怡.以遗传学科学思想为核心,创新人才培养模式.高校生物学教学研究(电子版),2018,8(2):16-19.
[8]Allen D,Tanner K.Approaches to biology teaching and learning:from a scholarly approach to teaching to the scholarship of teaching.Cell Biol Educ,2005,4(1):1-6.
[9]Bloom BS,Englehart MD,Furst EJ,Hill WH,Krathwohl DR.The Taxonomy of educational objectives,handbook I:The Cognitive domain.New York:David McKay Co.,Inc.1956.
[10]Krathwohl DR,Bloom BS,Masia BB.Taxonomy of educational objectives:The classification of educational goals.HandbookⅡ:The affective domain.New York:David McKay.1964.
[11]Simpson BJ.The classification of educational objectives:psychomotor domain.Illinois J Home Econ,1967,10(4),110-144.
[12]Anderson LW,Krathwohl DR.A taxonomy for learning,teaching,and assessing.New York:Longman,2001.
[13]Biggs JB,Tang CS.Teaching for quality learning at university:what the student does.Maidenhead:McGraw-Hill.2011.
[14]Smith C.Design‐focused evaluation.Ass Eval High Edu,2008,33(6):631-645.
[15]Ding Y,Gao YP,Lu F.The development of QM-Fudan higher education online course quality standards:some results and analysis.Am J Distance Educ,2017,31(3):198-206.
[16]Renton AE,ChiòA,Traynor BJ.State of play in amyotrophic lateral sclerosis genetics,Nat Neurosci,2014,17(1):17-23.
[17]Ready T.Access to presidential DNA denied.Nat Med,1999,5(8):859.
[18]Craig JM,Dow R,Aitken M.Harry Potter and the recessive allele.Nature,2005,436(7052):776.
[19]Wu YH,Lin J,Lu DR,Qiao SY.Utilizing and effect analysis of case-based teaching in genetics course.Biol Teach Univ Elect Edit,2013,3(2):25-28.吴燕华,卢大儒,林娟,乔守怡.案例式教学在遗传学课堂中的运用与效果分析.高校生物学教学研究(电子版),2013,3(2):25-28.
[20]He ZM,Bie LS,Li W.Application of medical cases in general genetics teaching in universities.Hereditas(Beijing),2018,40(1):75-85.贺竹梅,别林赛,李蔚.医学病例在高校普通遗传学教学中的运用.遗传,2018,40(1):75-85.