将游戏融入研究生生物化学翻转课堂加深重点概念理解的实践与探讨

Gamified flipped classrooms for the graduate Biochemistry course to deepen understanding of key conceptions: application and discussion

已有研究及初步教学实践发现,虽然翻转课堂在生物化学课程中的有效应用实践是提高学生生物化学学习质量的可能手段,但是传统的翻转课堂对于生物化学教学中学生的学习主动性的促进作用及获得的教学效果存在差异。因此尝试将游戏化教学融入翻转课堂并应用到高校生物化学课程教学中,本文以传统与游戏化翻转课堂在"RNA加工调控"教学章节中的应用为例,探讨了这种游戏与翻转课堂相结合的教学模式的初期使用效果、教学中出现的问题以及未来的改进方向,为以学生为主的新型教学模式的进一步推广提供了有用的实践参考。

Some pedagogical studies and our preliminary application find that efficient flipped classrooms are a potential approach to improve student learning quality during Biochemistry teaching. However, the effects on students’ learning motivation and study quality varied a lot between different traditional flipped classrooms. Thus we try to fuse gamified teaching with flipped classrooms and apply these modified flipped classrooms into our graduate Biochemistry course. Here we use the classical and gamified flipped classroom in the classes for “RNA processing and regulation” as an example to discuss its preliminary effects on student learning, the problems during the teaching course, and the potential improvement ways. It is a valuable reference for further developing the new student-centered teaching approaches.