启发式思考题对医学本科分子生物学实验教学的促进作用

Heuristics Questions Promote Molecular Biology Experiment Teaching

目的:通过自行设计的启发式思考题,让问题式学习伴随医学生分子生物学实验教学全程,利用实验课的教学互动环节发挥学生学习的主观能动性。方法:借鉴启发式教学经验和问题式教学方法,在实验的平时考核中增加了启发式思考题,针对教学内容设置拓展性问题,以开卷回答的方式引导学生通过自学寻找操作实践及其理论基础中潜在的知识内涵和科学规律。结果:思考题的引入在强化学生自主学习,锻炼思考和解决问题能力的同时也显示出了良好的区分度。思考题成绩以及以此为基础的平时成绩与实验理论考核成绩之间显示出了显著的相关性。结论:贯穿于实验课教学活动中的启发式思考题在拓展思维、提升学生自主学习能力的同时促进了实验课的教学效果。

Objective： To promote conscious activity of student by interactive communication in experimental teaching of molecular biology. A series of heuristics questions were designed for problem-based learning during the whole process of molecular biology experiment class for medical students. Methods： Sparked by heuristics teaching and problem-based learning, heuristics questions are designed according to class contents and induced by laying out question paper after daily class to encourage thoroughly understanding of theoretical and technical issue of each experiment. Results： Heuristics questions cultivate a trend of self-study; yield more activity of thinking and problem solving and showed a clear classification among the students. Grades of heuristics questions and of daily performance showed a significant correlation with their test score. Conclusions： Heuristics questions in molecular biology experiment class expand thinking span, promote the whole process of experimental class teaching as well as the ability of self-study of individual student.