支持式单科协同教学的理论探索与实践——以《植物生物学》课程为例

Theoretical Analysis and Empirical Exploration of Supportive Single-Curriculum Team Teaching—A Case from “Plant Biology”

当前教与学的关系正发生深刻变革,授课须以学生学习为其基本出发点,同时是否促进学生学习逐渐成了衡量教师教学质量的核心标准。为了提高课堂教学效果,我们对传统的“单师型”教学模式进行了改革,并在《植物生物学》教学中实践了“支持式单科协同教学模式”。支持式单科协同教学模式是一种由多位具有不同专长的教师组成教学团队,分工合作,并根据教学需要邀请相关专家(尤其是名师名家)进课堂讲授最新的研究成果和心得体会,协同完成一门课程的新式教学模式。实践证明,这种教学模式不仅能使学生更好地理解和掌握所学知识,而且还能让学生感受多位教师的创新思想,从而更好地达成心智成长的目标。不过,这种模式的教学也存在课程费时多、主体配合难与讲座专家难以安排等问题。这些问题仍需要在教学创新过程中合理地解决。

Presently, the relationship of teachers’ teaching with students’ studying is undergoing profound changes, which has been characterized by the nature that takes learning as the fundamental starting point of teaching. Consequently, whether it can promote students’ learning has gradually become the core standard to measure teachers’ teaching quality. In the process of teaching reform, we actively carried out theoretical analysis and empirical exploration. In the process of innovative practices, we put forward a new cooperative teaching model of supportive single-curriculum team teaching into plant biology teaching. The supportive single-curriculum team teaching is that the teaching team consists of a few teachers with diverse professional backgrounds and additional experts who were invited to give lectures in class according to teaching needs, aiming to answer for the same course together. It has been proved that this teaching pattern is not only helpful for students to understand the teaching contents and cultivate students’ innovation ability, but also can improve teachers’ teaching ability and accelerate each other between teaching and studying. However, there are also many problems and difficulties in application of this new co-teaching model, such as course time-consuming, entity cooperation and lecture experts arrangement. These problems need to be systematically considered and further solved in practice.