以“五步教学法”创新微生物学课程教学模式  

Innovating the teaching mode of Microbiology course through “Five-step Teaching”

作　　者：赵萌萌[1] 李楠[2] 薛林贵[1] 

机构地区：[1]兰州交通大学化学与生物工程学院,甘肃兰州730070 [2]西北大学编辑出版与传播科学研究所,陕西西安710069

出　　处：《微生物学通报》2012年第10期1506-1512,共7页Microbiology China

基　　金：工科专业教学模式的创新研究;陕西省教育厅科学研究项目(No.2010JK858)

摘　　要：为进一步加强生物类工科专业学生的理学知识基础,最大限度发挥"微生物学"专业基础课的作用,在学生学习知识的同时培养其各方面的能力,提出以"导学—自学—教师辅导—课堂互学—整体讲授"为核心的"五步教学法"教学改革模式。初步实践表明:(1)通过对"五步教学法"的认真实践,使学生牢固掌握书本知识,并且变被动学习为主动学习。(2)通过自学、准备、课堂报告、评价等环节的实践增强了学生的自信心,激发了同学间的竞争意识;同时,提高了学生的逻辑思维能力、知识理解能力、总结归纳能力以及语言表达等多方面的能力。(3)将五步教学过程纳入成绩评价体系,使成绩评定更加合理。To enhance the science knowledge base of the students majored in bio-engineering and maximize the effect of microbiology course in professional basic courses to make the students grasp the knowledge firmly and cultivate their many capacities at the same time, we developed a method called “Five-step Teaching” which follows “guiding-study—self-study— teacher-tutor—reciprocal study—whole-class-lecture” to reform the education mode. The results indicated： （1） The students not only grasped the knowledge firmly but also changed passive learning into active learning through “Five-step Teaching” practice. （2） As a result of self-taught, preparation, presentations, evaluation and so on, students’ self-confidence, awareness of competence as well as the abilities of logical thinking, understanding, generalizing and language expression and so on were also developed. （3） Score evaluation system would be more reasonable by virtue of “Five-step Teaching” practice.

关 键 词：微生物学 教学模式 五步教学法 

分 类 号：Q93-4[生物学—微生物学]