The reform of undergraduate classroom teaching is well underway along with the continuous development of education reform in China.In regard to that,lecturers must promptly innovate teaching concepts and reform underg...The reform of undergraduate classroom teaching is well underway along with the continuous development of education reform in China.In regard to that,lecturers must promptly innovate teaching concepts and reform undergraduate classroom teachings with emphasis on student development so as to create a first-class teaching classroom experience and effectively address shortcomings in the undergraduate classroom teaching model.The improvement and optimization of teaching concepts fully reflect the main status of students.In this paper,the problems existing in the undergraduate classroom teaching are explored and analysed.A practical strategy for undergraduate classroom teaching reform centered on student development is proposed,hoping to help in students’overall development.展开更多
The purpose of this research was to study learning retention in undergraduate biology students on the topic of enzyme properties by using simple enzyme activity from vegetables and fruits. A hands-on practical was dev...The purpose of this research was to study learning retention in undergraduate biology students on the topic of enzyme properties by using simple enzyme activity from vegetables and fruits. A hands-on practical was developed to simplify detection of enzyme activity of amylase, protease and lipase on starch agar, dry whole milk agar, and trihutyrin agar, respectively. The subjects of the study were 24 senior undergraduates who studied in the Program of General Science, Faculty of Science, Srinakharinwirot University, Bangkok, in three semesters during 2007 - 2008. The basic concepts of enzymes, e.g., substrate specificity, how to detect enzymes and optimal enzyme conditions, were taught before the practical. The first enzyme, protease, was used in the second semester of 2007, and then changed to be lipase and protease in the first and second semesters of 2008, respectively. Ten open-ended questions were used to assess students in all semesters. In agreement with the constructivist learning model, it was demonstrated that students had learning retention and applied their prior knowledge to other enzyme experiments.展开更多
文摘The reform of undergraduate classroom teaching is well underway along with the continuous development of education reform in China.In regard to that,lecturers must promptly innovate teaching concepts and reform undergraduate classroom teachings with emphasis on student development so as to create a first-class teaching classroom experience and effectively address shortcomings in the undergraduate classroom teaching model.The improvement and optimization of teaching concepts fully reflect the main status of students.In this paper,the problems existing in the undergraduate classroom teaching are explored and analysed.A practical strategy for undergraduate classroom teaching reform centered on student development is proposed,hoping to help in students’overall development.
文摘The purpose of this research was to study learning retention in undergraduate biology students on the topic of enzyme properties by using simple enzyme activity from vegetables and fruits. A hands-on practical was developed to simplify detection of enzyme activity of amylase, protease and lipase on starch agar, dry whole milk agar, and trihutyrin agar, respectively. The subjects of the study were 24 senior undergraduates who studied in the Program of General Science, Faculty of Science, Srinakharinwirot University, Bangkok, in three semesters during 2007 - 2008. The basic concepts of enzymes, e.g., substrate specificity, how to detect enzymes and optimal enzyme conditions, were taught before the practical. The first enzyme, protease, was used in the second semester of 2007, and then changed to be lipase and protease in the first and second semesters of 2008, respectively. Ten open-ended questions were used to assess students in all semesters. In agreement with the constructivist learning model, it was demonstrated that students had learning retention and applied their prior knowledge to other enzyme experiments.
