跨学科贯通课程的教学设计与调查研究——以“辐射生物效应”为例  

Teaching Design and Investigation of Interdisciplinary Course——Taking the"Radiation Biological Effects"as an Example

作　　者：徐大鹏[1] 冯虎元[2] 崔莹[1] 潘建斌[2] 姚泽恩[1] XU Da-peng;FENG Hu-yuan;CUI Ying;PAN Jian-bin;YAO Ze-en(School of Nuclear Science and Technology,Lanzhou University,Lanzhou,730000,China;School of Life Sciences,Lanzhou University,Lanzhou,730000,China)

机构地区：[1]兰州大学核科学与技术学院,甘肃兰州730000 [2]兰州大学生命科学学院,甘肃兰州730000

出　　处：《高等理科教育》2023年第3期77-83,共7页Higher Education of Sciences

基　　金：教育部第二批新工科研究与实践项目(项目编号:E-SWYY20202517);中国高等教育学会理科教育专业委员会项目(项目编号:20ZSLKJYZD08);兰州大学首批本科生跨学科贯通项目(项目编号:KXK202105);兰州大学教育教学重点项目(项目编号:2020021)。

摘　　要：高等教育本科阶段跨学科课程的开设,将会促进学生思考能力和创新能力的培养。文章针对“辐射生物效应”跨学科课程,提出了理论相关型跨学科课程的设计原理和整合方法,并辅以调研来优化课程。调研不但显示本课程达到了“启发学科交叉意识”的教学目的,还获得了各专业类别的兴趣度分布规律及特点。这对跨学科课程的建设有一定助益。The establishment of interdisciplinary courses at undergraduate level of higher education will promote the cultivation of students'thinking ability and innovation ability.Taking the interdisciplinary course"radiation biological effects"as an example,we put forward the design principle of the theory-related interdisciplinary course,as well as the integration method of interdisciplinary courses,supplemented by investigation and analysis to optimize the course.The survey not only shows that this course has achieved the teaching purpose of"inspiring interdisciplinary awareness",but also has obtained the distribution law and characteristics of interest in various professional categories.These all have certain reference value in pedagogy,and are helpful to the construction of interdisciplinary courses.

关 键 词：跨学科 辐射生物效应 兴趣方向 课程认知度 课程设计 

分 类 号：G642􀆰[文化科学—高等教育学]