“对分课堂”教学模式在农科遗传学课程教学中的应用
Application of Presentation-Assimilation-Discussion Class in Genetics Teaching
张昌泉 1李钱峰 1于恒秀 1刘巧泉1
作者信息
摘要
介绍了“对分课堂”教学模式的理念与该模式下的师生角色特点,认为这一教学模式是在当下大学课堂教学急需改革背景下出现的一种创新的教学方式.随着遗传学教材内容的不断更新和增加,传统教学模式的教学效果越来越不理想,因此从教学组织、课堂评价、实施效果等方面探讨了“对分课堂”在遗传学课程教学中的实践探索.认为该模式强调教师的教和学生讨论并重,主张教师上课讲授和课堂学生讨论各占一半时间,相应的学习评价由传统的固定评价转变为过程评价.通过“对分课堂”教学模式在遗传学教学中的应用,教师的讲授时间减少了,学生的学习主动性和学习效果、教师与学生之间的互动交流情况得以改善.
Abstract
Presentation-Assimilation-Discussion (PAD) teaching method is a new teaching mode which caters the needs of college classroom teaching reform.The PAD teaching mode emphasizes that teaching and discussing should be equally important,and it is suggested that the time for both teacher's teaching and students' discussing should be equal on the class in order to avoid the teachers' monologue.The corresponding assessment method was changed from the flexibility evaluation mechanism to the process evaluation.With the updating of Genetics textbook,the traditional teaching mode became unsatisfactory.We practiced the PAD teaching mode in Genetics teaching preliminarily,and found that the time for teacher's classroom teaching decreased greatly while it was improved remarkably for the students' creative thinking ability,and the motives and study efficiency between either students or students and teachers.
关键词
“对分课堂”/遗传学/教学模式/过程评价Key words
PAD/Genetics/Teaching mode/Process evaluation引用本文复制引用
基金项目
江苏高校品牌专业建设工程项目(PPZY2015A060)
江苏省研究生创新工程项目(KYLX15_1372)
出版年
2016
国家科技期刊平台
NSTL
维普
万方数据