如何在高校生物教学中组织社会热点问题的课堂讨论  

How to organize discussions on hot social topics in the course of biology teaching in universities

作　　者：庞小燕[1] 石建新[1] 乔中东[1] PANG Xiao-yan;SHI Jian-xin;QIAO Zhong-dong(School of Life Science and Biotechnology,Shanghai Jiaotong University,Shanghai 200240,China)

机构地区：[1]上海交通大学生命科学技术学院

出　　处：《生物学杂志》2019年第6期124-126,共3页Journal of Biology

基　　金：上海交通大学教改项目(2016-45)

摘　　要：在课堂上组织学生们对社会热点问题进行科学讨论,这是培养学生理性思维,掌握更全面知识体系的重要过程。在教学中,通过一般性讨论提出问题,引导学生查阅文献进行深入辩论,对社会热点问题得出科学结论,再通过实地参观巩固辩论成果的“三轮讨论教学法”,提高学生科学、综合认识热点问题的能力和正确表达意见的能力。Organizing scientific discussions on hot social issues in class is an important process to train university students′rational thinking and to master a more comprehensive knowledge system.Based on our teaching experience,we developed a three-step discussion methodology.Firstly,we raised the questions through general discussion.Secondly,we guided students to read related literatures,and to draw scientific conclusions after a further in-depth debate.Thirdly,we took students to visit the related popular science education base to strengthen the conclusion from two rounds′discussions.Such an approach will improve students′ability to understand social issues comprehensively and to express their views scientifically.

关 键 词：热点问题 课堂讨论 科学论证 三轮讨论教学法 

分 类 号：G642.421[文化科学—高等教育学]