摘要
为了提高微生物的教学质量,文章尝试根据不同章节的情况,采用4种不同的教学手段来提高学生的学习兴趣和效率,并对授课后的学生开展问卷调查,统计分析学生对每种教学手段的满意度。评估结果显示,以传统的讲授式教学手段为主导,配合使用信息化教学、思维导图教学、比较教学等手段能够有效激发学生学习的积极性和主动性。
In order to improve the teaching quality of microbiology,the author used four teaching methods in the microbiology teaching process.According to the situation of different chapters,different teaching methods were adopted to improve students'learning interest and efficiency.Additionally,a questionnaire survey was conducted on students after the course to analyze their satisfaction levels with each teaching method.The evaluation results showed that the traditional teaching method are dominant,combinedwith information-based teaching,mind-mapping teaching and comparative teaching methods can inspire students'motivation and enthusiasm for learning.
作者
裴亚欣
徐淑霞
刘新育
王明道
PEI Yaxin;XU Shuxia;LIU Xinyu;WANG Mingdao(College of Life Sciences,Henan Agricultural University/Key Laboratory of Agricultural Microbial Enzyme Engineering,Ministry of Agriculture and Rural Affairs,Zhengzhou 450002,China)
出处
《工业微生物》
CAS
2023年第4期30-32,共3页
Industrial Microbiology
基金
河南省青年人才托举工程资助项目(2022HYTP041)
河南省高等教育教学改革研究与实践项目(2021SJGLX398)
河南省高等教育学会项目(2021SXHLX200)
河南农业大学教学质量工程与教学改革工程项目(2021XJGLX228)。
关键词
微生物教学
讲授式教学
思维导图教学
比较教学
信息化教学
Microbiology
lecture-based teaching
mind-mapping teaching
comparative teaching
information-based teaching
