摘要
培养具有综合素质和创新能力的人才,实验教学应是教学改革的中心环节。以生命科学学院09级三个专业的学生为样本,进行课题驱动的分子生物学实验教学改革实践,并根据布卢姆教学理论,通过调查问卷等形式从学生情感领域、技能领域和认知领域三个层面进行教学评价。结果显示,课题驱动的实验教学能够突出学生主体地位,有利于学生良好的情感、态度、价值观的养成并进而推动认知与技能的有效发展。通过转变实验教学理念、改革教学评价方法,提高了教学水平,培养了学习者的可持续发展能力。
In order to cultivate high-quality and innovative talents,the reform of experimental teaching should be a key step in teaching process.Taking the students of grade 09 in College of Life Science as survey samples,molecular biology experiment teaching driven by project was practiced.According to Bloom＇ s teaching theory,teaching evaluation was performed at three levels of students＇ affective,skill and cognitive domains through the questionnaire form.It was found that molecular biology experiment teaching driven by project can highlight students＇ dominant position,and develop them better emotion,attitude and values and then promote their cognition and skills.Through the conversion of experimental teaching ideas and evaluation methods,the teaching equality and the learners＇ sustainable development capacity are improved more obviously.
出处
《实验室研究与探索》
CAS
北大核心
2014年第5期197-200,共4页
Research and Exploration In Laboratory
基金
山东理工大学教学研究基金项目(4008-108028)
关键词
分子生物学实验
教学评价
布卢姆教学理论
molecular biology experiment
teaching evaluation
Bloom＇s teaching theory
emotion
skills
cognition
