摘要
PBL教学法,是基于以问题出发,以学生为主体,教师将所需要传授的知识渗入到问题情景中,让学生学习问题背后的知识的一种教学方法;CBL教学法,是基于案例出发,用实际发生的案例为背景,引导学生分析讨论研究案例,以解决实际的问题。将PBL教学法与CBL教学法结合在一起应用于食品微生物学设计性实验教学过程中,可以互相取长补短,灵活运用,有效提高教学效果。
PBL teaching model is a teaching method which is based on problem and students as the main part. The teacher puts the knowledge that needs to be taught into the problem situation,in order to let the students learn the knowledge behind the problem. CBL teaching model is a teaching method which is based on the case and the background is the actual case,and guides students to discuss and analyze the case, in order to solve the real problem. The combination of PBL teaching method and CBL teaching method is applied to designing experiments of food microbiology education, which can be used to learn from each other and use flexibly to improve the teaching effect effectively.
作者
王玲
雷晓凌
伍彬
刘颖
刘唤明
曾少葵
Wang Ling, Lei Xiaoling, Wu Bin, Liu Ying, Liu Huanming, Zeng Shaokui(Food Science ang Technology College, Guangdong Ocean University, Zhanjiang 524088, Chin)
出处
《广东化工》
CAS
2018年第13期264-265,273,共3页
Guangdong Chemical Industry
基金
广东省教育厅高等教育教学改革项目(本科类)(粤教高函[2015]173号)
广东省精品资源共享课(粤高教函[2013]113号)
食品微生物学课程群广东省省级优秀教学团队(粤教高函[2015]133号)
广东海洋大学优秀教学团队(校人事[2017]18号)资助
