限制性内切酶水解实验中的探究学习

Inquiry-based Learning in the Experiment of Restriction Endonuclease

以主动学习为特征的探究式教学与学习有利于培养学生自主观察、发现、自主思考、分析、理论联系实际并总结规律。将探究学习引入限制性内切酶水解实验,通过设置探究情境、启发探究、调动讨论、鼓励文献查阅等环节加深学生对理论知识的理解和应用,激发学生的学习热情。实践结果显示,围绕实验内容设置多角度探究情境,能够帮助学生多角度学习掌握限制性内切酶相关知识,增强学以致用的能力,养成自然科学学科修习的良好习惯。

Inquiry-based learning is a form of active access to knowledge that starts by posing questions, problems or scenarios, which stimulates the students＇ learning enthusiasm to forwardly observe, discover, think, analyze and summarize. This learning form was introduced into the experiment teaching of restriction endonuclease. Under the inquiry questions set by teacher, the students were inspired and encouraged to discover more information about restriction endonuclease, discuss related problems, and consult the literature from internet. The results showed that inquiry-based introduction of restriction endonuclease could help students to analyze the experimental phenomenon and laboratory finding using theoretical knowledge, in which the students＇ abilities including independent observation, discovery, thinking, analysis and summarization would be imperceptibly developed.