混合式教学法在本科生生物化学教学中的应用  

Application of blending teaching in biochemistry course for undergraduates

作　　者：阎敬[1] 胡博[1] 姜静宜[1] 王国丽[1] 冯晨[1] 王华芹[1] YAN Jing;HU Bo;JIANG Jing-yi;WANG Guo-li;FENG Chen;WANG Hua-qin(Department of Biochemistry and Molecular Biology,School of Life Sciences,China Medical University,Shenyang 110122,China)

机构地区：[1]中国医科大学生命科学学院生物化学与分子生物学教研室

出　　处：《基础医学与临床》2020年第1期124-127,共4页Basic and Clinical Medicine

基　　金：国家自然科学基金(81602510);2018年度辽宁省普通高等教育本科教学改革研究项目立项优质教学资源建设与共享项目(216)

摘　　要：目的坚持"以本为本"为核心,在生物化学教学中,充分活跃课堂气氛,激发学生的学习兴趣,提高学生的学习自主性,逐渐建立意义建构的思维模式,提高教学效果。方法采用临床病例导课法、以问题为导向的教学方法(PBL)与以授课为基础的教学方法(LBL)双轨教学法、"雨课堂"及思维导图归纳法等教学方法,并采用终结性评价与形成性评价相结合的考核方式。结果混合式教学方法使课堂教学形式多样化、丰富化,并且能够提高学生的学习自主性,引导应试教育的灌输式记忆模式向意义建构的自主思维模式转变,将课堂以传授知识为核心转变为注重学习能力的培养。结论混合式教学法能够提高学生的学习自主性与学习兴趣,构建自己的知识体系,为临床课程的学习打下扎实的基础。Objective To develope blending teaching method for inspiring students’ interest and autonomy in learning, and improving students’ learning outcome. Methods The clinical case guidance method, the combination of PBL(problem based learning) and LBL(lecture based learning), "rain classroom" and mind map summing up method were used in biochemistry lectures. Results Students were able to gradually establish the thinking mode of construction of meaning and integrate the complex knowledge to build up their own knowledge system. Blending teaching method made classroom teaching diversified and enriched to improve students’ learning autonomy, which switched the thinking mode from the passive memory model to the active thinking mode of meaning construction. Conclusions The blending teaching method can improve students’ learning interest, arouse their attention to the basic medical courses and build solid foundation for clinical medical courses learning.

关 键 词：以本为本 PBL与LBL双轨教学法 雨课堂 思维导图归纳法 生物化学教学 

分 类 号：R34[医药卫生—基础医学]