任务驱动法在“微生物学实验”混合式教学中的实践  

Practice of task-driven method in blended Microbiology Experiment teaching

作　　者：张霞[1] 曹阳[1] 陈峰[1] ZHANG Xia;CAO Yang;CHEN Feng(School of Life Sciences and Biotechnology,Shanghai Jiao Tong University,Shanghai 200240,China)

机构地区：[1]上海交通大学生命科学技术学院,上海200240

出　　处：《微生物学通报》2023年第3期1345-1353,共9页Microbiology China

基　　金：“微生物学实验”上海市重点课程建设项目(沪教委高[2020]58号);上海交通大学教学改革项目(CTLD21J0031)。

摘　　要：通过“微生物学实验”课程多年来的混合式教学实践发现,学生的主动性是学习效果的核心要素。鉴于在以往的教学实践中,无论采用何种教学手段,总有部分学生的学习主动性不能得到体现。我们近年来采用轮流组长责任制下的任务驱动教学法,极大地调动了所有学生的学习动力。每位学生在担任组长工作时从课前任务、课堂执行、课后总结等方面都发挥了重要作用,而不担任组长时也会积极主动地配合组长工作。最终,实验课程学习成绩优秀率占比、体现素质能力培养的成绩分项都显著提升。同时,课程教学也收获了良好的学生认可和反馈。In years of blended teaching of Microbiology Experiment,we found that students’initiative is the key to the learning effect.In the past,some students were passive in spite of diverse teaching methods applied.In recent years,we have adopted the task-driven teaching method:responsibility system of team leader rotation,which has remarkably incentivized all the students.As a team leader,each student has played an important role in pre-class tasks,the implementation in class,and summarization after class.In addition,they actively cooperated with the team leader when not serving as the team leader.Finally,the proportion of students achieving excellent results in the course and the marks on the quality and ability were significantly improved.Moreover,this method has been recognized by the students.

关 键 词：微生物学实验 任务驱动法 轮流组长制 混合式教学 

分 类 号：G642.423[文化科学—高等教育学] Q93-4[文化科学—教育学]