实例分析PBL教学法在医学分子生物学实验教学中的应用  

Illustration and Advantage Analysis of PBL in the Medical Molecular Biology Experiment Teaching

作　　者：杨国栋[1] 韦梦影[1] 卢晓昭[1] 晋亮[1] 王姗[1] 

机构地区：[1]第四军医大学生物化学与分子生物学教研室,陕西西安710032

出　　处：《现代生物医学进展》2015年第24期4764-4766,共3页Progress in Modern Biomedicine

基　　金：国家自然科学基金项目(31100979);第四军医大学教改课题基金项目(JG201006)

摘　　要：分子生物学实验课程对培养学生科研能力至关重要,然而,目前常规教学重动手能力,而忽略科研思维的培养。本文以证明"突变β-catenin促进结肠癌细胞增殖"为例,探讨PBL教学法在分子生物学实验教学中的实际应用。与传统孤立地讲授和实施常见分子生物学实验技术不同,该PBL(problem based learning)法通过证明"突变β-catenin促进结肠癌细胞增殖"这一科学问题将DNA提取、PCR、质粒克隆和提取、核酸电泳、胶回收、蛋白提取、Western Blot、细胞转染等实验技术有机的统一起来,强化了实验技术解决实际问题的针对性和各个方法之间的内在联系,增强了学生学习的积极性,同时也大大提高学生发现问题、综合分析问题和解决问题的科研能力。Molecular biology experiment training is essential for establishing the research ability. However, current teaching methods mainly focus on the practical ability and neglect thinking ability. In this study, we discussed the application of PBL teaching model in the biology experiment teaching by confirming that the idea ＂mutated β-catenin promotes colorectal cancer cell proliferation＂.Compared with the traditional method, in which DNA isolation, PCR, plasmid construction and purification, DNA electrophoresis, gel extraction, protein isolation, western blot and transfection are taught separately, PBL teaching model combines these different techniques to solve a scientific problem. The PBL teaching method delivered as much information as traditional method. In addition, the PBL method stressed the connection among these different techniques and their putative implication in research. With the PBL teaching method, the learning passion was greatly motivated. In summary, PBL teaching method significantly improves efficacy of teaching, which would provide some clues for biology experiment teaching reform.

关 键 词：PBL教学法 分子生物学实验 教学模式 整合 

分 类 号：G642[文化科学—高等教育学]