限制性内切酶水解实验中的探究学习  

Inquiry-based Learning in the Experiment of Restriction Endonuclease

作　　者：李红民[1] 李冬民[2] 步怀宇[1] 徐敏[1] 余源 陈富林[1] Li Hong-min;Li Dong-min;Bu Huai-yu;Xu Min;Yu Yuan;Chen Fu-lin(The Molecular Biology Curse Group,the Provincial Key Laboratory of Biotechnology of Shaanxi,the Key Laboratory ofResource Biology and Biotechnology in Western China（Ministry of China）,Northwest University,Shaanxi Xi9 an 710069;School of Basic Medical Sciences,Department of Biochemistry and Molecular Biology,Xi＇an Jiaotong University,Shaanxi Xi＇an 710061)

机构地区：[1]西北大学分子生物学课程组西北大学陕西省生物技术重点实验室西北大学西部资源生物与现代生物技术教育部重点实验室,陕西西安710069 [2]西安交通大学基础医学部西安交通大学生物化学与分子生物学系,陕西西安710061

出　　处：《生物化工》2018年第3期110-112,共3页Biological Chemical Engineering

基　　金：国家自然科学基金面上项目(No.31670975);2014年度陕西本科高等学校"专业综合改革试点"项目;2017年陕西省高等学校创新创业教育改革试点学院(系)建设项目;陕西省高等教育学会2017年度高等教育科学研究项目(XGH17058)

摘　　要：以主动学习为特征的探究式教学与学习有利于培养学生自主观察、发现、自主思考、分析、理论联系实际并总结规律。将探究学习引入限制性内切酶水解实验,通过设置探究情境、启发探究、调动讨论、鼓励文献查阅等环节加深学生对理论知识的理解和应用,激发学生的学习热情。实践结果显示,围绕实验内容设置多角度探究情境,能够帮助学生多角度学习掌握限制性内切酶相关知识,增强学以致用的能力,养成自然科学学科修习的良好习惯。Inquiry-based learning is a form of active access to knowledge that starts by posing questions, problems or scenarios, which stimulates the students＇ learning enthusiasm to forwardly observe, discover, think, analyze and summarize. This learning form was introduced into the experiment teaching of restriction endonuclease. Under the inquiry questions set by teacher, the students were inspired and encouraged to discover more information about restriction endonuclease, discuss related problems, and consult the literature from internet. The results showed that inquiry-based introduction of restriction endonuclease could help students to analyze the experimental phenomenon and laboratory finding using theoretical knowledge, in which the students＇ abilities including independent observation, discovery, thinking, analysis and summarization would be imperceptibly developed.

关 键 词：探究学习 实验教学 限制性内切酶实验 基本技能 

分 类 号：G632[文化科学—教育学]