BOPPPS教学模式在分子生物学教学中的探索与实践

为适应应用型人才的培养要求,针对当前学生课堂学习的自主性较差,课前不预习,或预习无头绪,课堂的积极性不高,不主动,氛围沉闷,考核方式单一等问题,采用BOPPPS教学模式,对分子生物学课程内容、课程思政内容和教学评价等方面进行重构、探索与实践。研究表明,经过多年的教学实践,与传统教学方法相比,BOPPPS教学模型中的参与式学习环节,提升课堂的到课率、学生的抬头率和参与度,成效显著;同时,课程思政的巧妙融入,体现了“知识传授、能力培养、价值塑造”三位一体的育人理念,让师范类本科生的家国情怀得到传承,塑造热爱生命、敬畏生命、珍惜生命并造福生命的价值观,重过程评价方式避免考前忙突击、一考定终身的教学弊端,具有推广应用价值。

In order to adapt to the cultivation requirements of applied talents, for the current problems such as students' poor autonomy in classroom learning, not doing pre-study before class, or pre-study without a clue, low motivation and lack of initiative in classroom, dull atmosphere, and a single way of assessment, we adopt the BOPPPS teaching mode, and reconfigure, explore and practice the content of the molecular biology course, the content of the course civic affairs, and the evaluation of the teaching and so on. The study shows that after years of teaching practice, compared with the traditional teaching method, the participatory learning in BOPPPS teaching model has improved the classroom attendance rate, the student attendance rate and participation, and at the same time, the trinity education concept of the knowledge education, inheriting the feelings of the undergraduate students, and shape the values of loving life, cherish the life and benefit the life, avoiding the busy assault and lifelong teaching disadvantages, with promotion and application value.