“基因工程”本科课程线下教学改革与探索  

Reform and Exploration of Offline Teaching in the Undergraduate Course “Genetic Engineering”

作　　者：罗冬艳 刘晓玲[1] LUo Dongyan;LIU Xiaoling(College of Life Sciences,Yantai University,Yantai 264005)

机构地区：[1]烟台大学生命科学学院,烟台264005

出　　处：《食品工业》2022年第11期218-220,共3页The Food Industry

基　　金：2021年烟台大学教学研究与改革项目(jyxm2021044基因工程课程建设研究)研究成果之一。

摘　　要：基因工程课程是高校生物与食品相关专业的重要课程,文章针对该课程的教学改革与实践进行了探讨,在教学设计上采用课前、课中、课后三个阶段分别设计课程,教学模式上引入了翻转课堂、辩论赛等新的互动模式,在教学方式上采用讨论式、合作式、探索式进行常规教学的互补,在评价方式上同时运用过程式、结果式多种评价方式科学考查学生对知识的掌握。改革促进教学效果的提升,激发了学生的学习热情,提高了学生独立思考和分析问题的能力,同时也培养了学生的创新思维。Genetic engineering is an important course for biology and food related majors in colleges and universities. In this paper, we discussed the teaching reform and practice of this course, in the teaching design. The curriculum was designed in three stages of before class, in class and after class. In the teaching mode, new interactive modes such as flipped classroom and debate competition were introduced. In the teaching methods, we used discussion, cooperation, and exploration to complement conventional teaching. As for assessment methods, we used both process and outcome assessment methods to scientifically assess students’ mastery of knowledge. The reform promoted teaching effectiveness, stimulated students’ enthusiasm for learning, improved their ability to think independently and analyze problems, and also cultivated their innovative thinking.

关 键 词：基因工程 教学设计 教学方式 教学评价 

分 类 号：Q78-4[生物学—分子生物学] G642.0[文化科学—高等教育学]