深度学习视域下生理生态学实验课程教学改革探索  

作　　者：龚立新 高琳琳 江廷磊[1] 

机构地区：[1]东北师范大学,长春130017 [2]长春师范大学,长春130032

出　　处：《高教学刊》2024年第17期138-141,共4页Journal of Higher Education

基　　金：国家自然科学基金青年项目“南蝠食性生态位宽度地理变化及其进化驱动力研究”(32301289);中央高校基本科研业务费项目“蝙蝠食性生态位演化及其驱动因素”(2412023QD026);吉林省教育科学规划课题“生态学本科专业拔尖创新人才培养的实践教学体系构建研究”(ZD21010);东北师范大学环境学院教改项目“生态学本科专业创新人才培养的实践教学体系研究”(HJ-JYKT20B07)。

摘　　要：生理生态学实验是生态学专业的主干课程,在学习过程中促使学习者达成深度学习样态,对于学习者掌握生态学基本方法、提升生态学学习兴趣以及发展科学研究素养具有重要意义。为此,该文首先分析深度学习概念及关键特征,并结合教学实践观摩发现深度学习视域下生理生态学实验教学存在教学模式落后、资源工具匮乏、评价反馈滞后与情境设置单一等现实困境。基于此,提出选用以学生为中心的翻转课堂模式,围绕实验阶段的行为表现评价设计,多元设置符合知识运用的生活情境,选用满足实验需要的信息资源工具等改革策略,以期为生理生态学实验教学改革以及生态学专业教学质量提升提供参考。Physiological Ecology Experiment is the main course for ecology majors.In the process of learning to promote learners to reach the deep learning mode,for learners to master the basic methods of ecology,enhance interest in ecology learning,and develop scientific research literacy,this is of great significance.To this end,the article first analyzed the concept of deep learning and key features,and combined with the observation of teaching practice,found that the teaching of Physiological Ecology Experiment under the perspective of deep learning exists in backward teaching modes,a lack of resources and tools,lagging evaluation and feedback,a single set of contexts,and other practical dilemmas.Based on this,reform strategies such as choosing a student-centered flipped classroom model,designing the evaluation of behavioral performance around the experimental stage,setting up life situations in line with the application of knowledge in a diversified way,and choosing information resource tools to meet the needs of experiments are proposed.This study provides references for the reform of first-line physiological ecology experimental teaching as well as the enhancement of the quality of teaching for ecology majors.

关 键 词：深度学习 生理生态学实验 生态学 改革困境 改革策略 

分 类 号：G642[文化科学—高等教育学]