“逆教学模式”在高校生物学教学中的探索与实践

Exploration and Practice towards Inverse- teaching Pattern in Biology Tertiary Education

传统的高校教学模式多以教师讲授为主,学生的学习主动性和自觉性不高。为了有效促进学生的自主性学习习惯,提升学生学习能力,笔者连续2年在高校2个专业的普通生物学教学活动中进行了"学生主讲--教师助讲"逆教学模式的探索和实践,并通过学生调查问卷对教学效果进行了深入分析与评价。结果表明,"学生主讲--教师助讲"的逆教学模式能显著提我校普通生物学教学效果,增加学生学习兴趣和学习自信,提升学习能力,尤其是对学生自主性学习习惯的建成具有积极的作用。

Traditional tertiary teaching pattern gives priority to the instruction of teachers,consequently,students show a lack of initiative and self- access awareness to their specialized study. To foster students' interest as well as to develop their aptitude towards study,we have conducted various exploration and practice towards ‘inverse- teaching pattern'( course contents are mainly delivered by students,then the teacher gives comments about room for development) in Ordinary Biology teaching with two different faculties for a period of 2 years,then we deeply analysed and assessed the effect of our teaching by means of questionnaires. As a result,‘inverse- teaching pattern'is able to improve the education of Ordinary Biology significantly in our school,build students' interest and confidence to this subject,develop their aptitude towards study,and particularly,it is helpful for students to cultivate self- access study habits.