[跨学科教学辅助教育改革"主要生物学"]
Lichao Sun1, Xiaoyan Ma1, Zhenya Chen1
1Key Laboratory of Molecular Medicine and Biotherapy, School of Life Science, Beijing Institute of Technology, Beijing 100081, China.
Sheng wu gong cheng xue bao = Chinese journal of biotechnology
|November 28, 2023
概括
本研究介绍了"主要生物学"课程的创新跨学科教学模式,以培养中国生物经济的跨学科人才. 该方法整合了科学和工程,增强了学生的科学素养和跨学科思维.
科学领域:
- 生物科学 生物科学
- 教育创新教育创新
- 跨学科研究 跨学科研究
背景情况:
- 一般生物学教育对于生命科学的理解和兴趣至关重要.
- 跨学科方法对于培养跨学科人才至关重要,以支持中国的生物经济.
- 传统的学科叠加方法未能充分利用跨学科教育的全部潜力.
研究的目的:
- 为"主要生物学"课程提出一种新的教学系统和创新模式.
- 整合科学和工程学科,利用北京理工学院的跨学科性质.
- 提高学生的科学素养和跨学科思维能力.
主要方法:
- 根据学生的专业和发展特征量身定制的设计跨学科课程内容.
- 实施差异化和主要驱动的教学模式,包括"1+N"混合和沉浸式交叉思维培训.
- 使用"教学中"和"教学后"数据反模型评估教学效率.
主要成果:
- 新的教学系统和模式有效地整合了多个学科和知识点.
- 差异化和主要驱动的方法提高了学生的科学素养和跨学科思维.
- 数据反模型促进了教学过程的持续优化.
结论:
- 量身定制的跨学科教学方法显著提高了生物科学的教育质量.
- 这种创新模式培养了生物经济勃发展所必需的跨学科人才.
- 该研究为优化跨学科生物科学教育提供了有价值的框架.
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