微生物学实验四阶段递进教学实践与探讨

Discussion and Practice of Four-Stage Progressive Teaching in Microbiological Experiment

针对微生物学实验教学中存在的一些问题,采用"兴趣培养—参与研究—主持项目—能力形成"递进式教学模式,在基础性实验、综合性实验、大学生创新实验和毕业论文实验4个阶段进行了初步教学改革探索。在开设微生物基础性实验之后,采用"双导师制",以教师的科研项目为依托和纽带,将微生物综合性研究型实验、大学生创新实验项目和毕业论文实验等循序渐进地结合起来,取得了良好的教学效果。实践证明微生物学实验分阶段递进教学,既提高了学生独立思考、解决实际科研问题的能力,也培养了学生综合创新的能力。

Aiming at some problems existed in the microbiological experiment teaching, a progressive teaching model of ＂ stimulate interest--participate in the project--take charge of the project--and form the ability＂ was adopted in four-stage of the basic experiment, comprehensive experiment, student innovational experiment, and thesis experi- ment, to carry out preliminary teaching reform exploration. After offering the basic experiment of microbiology, ＂ two tutorial systems＂ was then adopted; and the comprehensive research experiment, student innovational experiment and thesis experiment were gradually combined taking research projects of teachers as a prop and a bond, and gained fine teaching effects. Practices have proved that the progressive teaching processed by stages improved students＇ ability of independent thinking and skills to solve practical research problem, but also fostered their comprehensive innovational ability.