基于“以学为中心”的微生物学课程设计的探索与实践  

Exploration and practice of Microbiology course design based on learning-centered teaching philosophy

作　　者：刘明秋[1] 全哲学[1] 丁晓明[1] 王英明[1] 钟江[1] LIU Ming-Qiu;QUAN Zhe-Xue;DING Xiao-Ming;WANG Ying-Ming;ZHONG Jiang(School of Life Sciences,Fudan University,Shanghai 200438,China)

机构地区：[1]复旦大学生命科学学院,上海200438

出　　处：《微生物学通报》2020年第4期1100-1109,共10页Microbiology China

基　　金：复旦大学2018年度本科教学研究与改革实践项目(2018A002)。

摘　　要：课程建设是解决当前教学问题的着力点,而课程设计是课程建设的重中之重,决定着一门课程能否达成教学目标。本次教学改革依据“以学为中心”的教学理念和“一致性建构”的原则,采用Dee Fink教授的“整合性课程设计”框架,重新设计微生物学课程的学习目标、学习活动和学习测评。尤其是“学习目标”中,不仅涵盖核心知识、学以致用和触类旁通,更强调人性维度、志趣情怀和学会学习。同时运用“对分课堂”教学模式组织教学。课程结束一年后,问卷调查结果显示,学生对达成各学习目标的认同度在64%?87%之间。这说明,“以学为中心”的课程设计一定程度上达到了预期效果,值得进一步探究。Course construction is the key point to solve the current teaching problems.Moreover,course design is the most important part of course construction,which determines whether a curriculum can achieve the educational goal.This teaching reform was based on the learning-centered teaching philosophy and the principle of“constructive alignment”.We redesigned learning goals,learning activities and learning assessments according to the framework of“Integrated Course Design”named by Dee Fink.Especially,we designed learning goals which not only cover foundational knowledge,application,integration,but also emphasize human dimension,caring and learning how to learn.We organized teaching by“Presentation-Assimilation-Discussion(PAD)”.One year after the end of the course,the questionnaire survey results showed that students’recognition of achieving learning goals ranged from 64%to 87%.This shows that the“learning-centered”course design to a certain extent has achieved the desired results,it is worth exploring further.

关 键 词：课程设计 以学为中心 一致性建构 微生物学 对分课堂 

分 类 号：Q93-4[生物学—微生物学] G642.3[文化科学—高等教育学]