BOPPPS模型在植物生理学课程教学中的应用  

Application of BOPPPS Mode in Plant Physiology Teaching

作　　者：李效贤[1] 熊耀康[1] 张水利[1] 张婷 张春椿[1] 范慧艳 睢宁 李石清[1] 俞冰[1] 

机构地区：[1]浙江中医药大学药学院,杭州311402 [2]浙江中医药大学医学技术学院,杭州310053

出　　处：《药学教育》2017年第5期39-42,共4页Pharmaceutical Education

基　　金：浙江中医药大学教育教学改革项目;编号15090

摘　　要：植物生理学课程的理论性与实践性较强,传统教学模式使学生的学习缺乏主动性和灵活应用能力,不适应学生科研素质的培养和社会对中草药栽培与鉴定专业人才的需求。为提高教学质量,将国际前沿教学理念——BOPPPS(导学互动的加式教育)模型运用到植物生理学课程设计中,以"春化作用"一节为例,通过课堂导入、明确课堂目标、课堂前测、参与式学习、课堂后测和课堂总结六个环节进行BOPPPS教学设计,对教学效果反馈中存在的问题进行总结分析,从而改善教学效果。The curriculum of Plant Physiology is very theoretical and practical. Traditional passive teaching mode results in the deficiency of initiative and flexible abilities of students,which is unsuitable for the cultivation of scientific research quality and the social demand for professional Chinese medicine cultivation and authentication talents. To improve the quality of teaching,the internationally advanced teaching notion--BOPPPS model was introduced to the Plant Physiology curriculum design. The implement of BOPPPS mode in ＂vernalization＂of Plant Physiology was reviewed in sequence of classroom bridge-in,clarifying classroom objectives,pre-assessment,participatory learning,post-assessment and summary. The problems in the feed-backs from teaching were summed and analyzed so as to improve the teaching effect.

关 键 词：BOPPPS模型 植物生理学 教学设计 

分 类 号：G642.4[文化科学—高等教育学]