基于PBL的混合式教学模式探索——以动物学课程为例  

Exploration of the blended teaching model based on problem-based learning-taking the Zoology course as an example

作　　者：张琼[1] 马琦[1] 张全伟[1] 王海芳[1] 杨志杰[1] ZHANG Qiong;MA Qi;ZHANG Quanwei;WANG Haifang;YANG Zhijie(College of Life Science and Technology,Gansu Agricultural University,Lanzhou 730070,China)

机构地区：[1]甘肃农业大学生命科学技术学院,兰州730070

出　　处：《延边大学学报（自然科学版）》2024年第2期123-127,共5页Journal of Yanbian University（Natural Science Edition）

基　　金：甘肃农业大学2023年校级教学研究项目(GAU-JXYJ-2023-12)。

摘　　要：动物学课程是高校生命科学、动物医学等专业重要的专业基础课,是后续学好其它相关专业核心课程的重要基石.为提高学生学习动物学课程的学习效果,将PBL(problem-based learning,PBL)问题式的学习方法融入了混合式教学中.实践表明,该混合教学模式有利于培养学生的创新思维、探索精神和自学能力,能够实现“以学生为主,关注学生素质全面发展、个性特征发展、终身可持续发展”的培养目标.该方法可为动物学课程的教学改革和创新提供参考.Zoology is an important basic course for life science,animal medicine and other majors in colleges and universities,and is an important foundation for learning other core courses.In order to improve the learning effectiveness of zoology,zoology teaching team is oriented towards cultivating applied talents,highlighting student-centeredness,rethinking and designing the relationship between teaching and learning,effectively integrating PBL(problem-based learning)project-based learning into blended teaching,organizing and designing the teaching process,and has initially formed a PBL-based blended teaching model for zoology.Practice has shown that this model is conducive to cultivating students'innovative thinking,exploratory spirit and self-learning ability,truly realizing the training goal of emphasizing student-centeredness,paying attention to students'comprehensive quality development,personality development,and lifelong sustainable development,reflecting the idea and purpose of blended teaching,and achieving the ultimate learning goal of blended teaching.

关 键 词：PBL 混合式教学模式 动物学 教学改革 

分 类 号：G642[文化科学—高等教育学]