生物技术专业综合性和设计性实验教学改革与实践  

Comprehensive and Design-oriented Laboratory Courses for Biotechnology Students

作　　者：钱洁[1] 房健民[1] 陈志宏[1] 

机构地区：[1]同济大学生命科学与技术学院,上海200092

出　　处：《实验室研究与探索》2014年第1期207-210,224,共5页Research and Exploration In Laboratory

基　　金：同济大学精品实验项目建设基金项目(2000104032)

摘　　要：作为首批"国家生命科学与技术人才培养基地",该院在生物技术本科实验教学中以社会需求为导向,加强实验课程体系建设,充分发挥实验教学在人才培养过程中的重要作用。2011年培养计划中综合性实验为212学时,比2006年增加1倍,设计性实验为204学时,比2006年增加10倍。改变以往以验证性实验占主导的局面,形成基础性实验、综合性、设计性实验约为1:1:1的分层次实验教学体系,切实提高了学生的综合素质及创新能力。为总结综合性和设计性实验的主要特点,论文结合生物技术专业实验教学实例,深入研究综合性和设计性实验的设计原则、案例来源、教学方法、考核体系,为全面推进综合性、设计性实验的教学改革提供依据。As a National Talent Training Center in Life Science and Technology in China,we are increasingly emphasizing on providing comprehensive or design-oriented laboratory courses in Tongji University to meet the needs of the rapidly changing society.In 2011,we offered 212 hours of comprehensive lab courses,a one fold increase over 2006,and 204 hours of design-oriented lab courses,which is ten-times more than in 2006.We have achieved a ratio of 1 ∶ 1 ∶ 1 in three categories of lab courses：basic,comprehensive and design-oriented.These reforms effectively improved students＇ overall qualities and enhanced their ability to innovation and problem-solving.This article provided some examples of comprehensive and design-oriented laboratory courses for the students in biotechnology major and summarized the design principles,case sources,teaching methods and evaluation systems for these courses.These highlight their unique characteristics.

关 键 词：综合性实验 设计性实验 实验教学 

分 类 号：Q81[生物学—生物工程] G642[文化科学—高等教育学]