“代谢整合与调节”一章的在线教学内容升级设计

Improvement of Online Course Designs for the Chapter of “Integration and Regulation of Metabolism” in the Biochemistry Course

疫情期间在线上教学和教育部金课建设的双重背景下,我校在四年制小班课尝试对生物化学课程的部分教学内容进行优化升级。设计思路是利用慕课将部分基础知识移至课前进行自主学习,以便课堂留出时间由教师组织更能引发学生思考的高阶段教学活动。本文以"代谢整合与调节"一章为例,配合慕课的使用设计了一整套升级教学内容的实用做法,涉及4个方面:基于综合归纳的知识内化升级,以思维导图进行理论复述,或者以讨论题驱动整合提炼;基于应用分析的能力训练升级,以情境代入分析题引导学生运用所学理论知识解决实际问题;基于哲学思考的思维引导升级,以教师总结拔高的方式引导学生重视普遍联系和永恒发展对于代谢学习的指导意义;基于情感态度的价值塑造升级,从代谢的整体性和动态性出发,引导学生在分子水平重新认识集体观念和变通意识的重要价值。调查问卷显示,上述4步升级设计的教学效果总体良好,并且针对实施过程中遇到的问题进行了反思。

Driven by massive online teaching during the COVID-19 outbreak and the launch of national "Golden Class" program, we redesigned and optimized a syllabus of Biochemistry for a small class of four-year-program. We placed MOOCs ahead of the classroom-teaching for autonomous learning and allocated more time for high-level teaching activities to provoke independent thinking. In this paper, we propose an upgraded four-step teaching method and employ MOOCs. Using the chapter of "integration and regulation of metabolism" as an example, our method involves knowledge internalization, capability training, thinking stimulation and life value guidance. By mind map summary or questions-discussion, students are able to internalize and eventually acquire the knowledge;by mimicking a real situation, students are encouraged to put theories into practical use;by emphasizing the impacts of universal connection and eternal changes on learning metabolism, the students develop an enhanced philosophical thinking;and finally, by fostering their life values, students are guided to understand the significance of collectiveness and flexibility at the molecular level from the perspective of metabolic integration and regulation. As revealed by the questionnaires, this upgraded four-step teaching method has shown generally favorable results among students. In addition, we also propose countermeasures in reflection of a few problems we identified in practice.