认知同化理论在微生物学教学中的应用

Application of the Cognition Assimilation Theory in Microbiology Teaching

在微生物学的教学过程中,教师面临着内容广、知识结构跨度大和知识点纵横交错等问题,学生也反映"看得懂、理不清、记不牢"。认知同化理论为解决这一系列问题提供了理论依据和可操作性。在微生物学教学中,教师应有意识地运用该理论的合理成分。通过科学合理的测试,了解学生学习微生物学的条件;根据测试结果,精心组织引导性材料;优化教师自身的知识结构,使教与学产生认知共鸣;联系实际,激发和维持学生学习微生物学的动机;改革评价教学标准,注重学生"有意义的使用能力"。同时,还应不要局限于某一种教材,针对实际情况构建授课"知识网络"以及重视多种教学方法的灵活运用。

Teachers have the difficulties of wide content,large span of knowledge structure and criss - cross of knowledge points and students have the problems that they can understand, cannot clear off and remember in the process of teaching microbiology. The cognition assimilation theory provided theoretical basis and maneuverability for resolving these problems. The teachers should consciously apply the rational content of the theory in microbiolo- gy teaching, find out the students＇ requirements through scientific test in study microbiology, organize leading mate- rials on the basis of test result, optimize oneself knowledge structure for producing cognition feeling between teaching and study, arouse and keep the students＇ learning motivation based on practice, reform the teaching evaluation Standard and emphasize the students＇ meaningful serviceability. At the same time, teachers should estoblish the teaching knowledge network in view of the actual situation, but not to be confined to a certain textbook, and adopt many kinds of teaching methods flexibly.