生物学杂志 ›› 2021, Vol. 38 ›› Issue (6): 116-.doi: 10.3969/j.issn.2095-1736.2021.06.116

• 教学研究 • 上一篇    下一篇

在“3+1”教学模式下微生物学实验考核改革

  

  1. 海南热带海洋学院水产与生命学院热带海洋生物资源利用与保护教育部重点实验室 海南省热带海洋渔业资源保护与利用重点实验室,三亚572022
  • 出版日期:2021-12-18 发布日期:2021-12-15
  • 作者简介:马红梅,教授,主要从事海洋微生态研究,E-mail: mahongmei612@163.com
  • 基金资助:
    海南热带海洋学院教育教学改革项目(RHYJG2019-27);海南省高等学校教育教学改革研究重点项目(Hnjg2020ZD-35)

The reform of microbiology experiment examining under “3+1”teaching mode

  1. Key Laboratory of Utilization and Conservation for Tropical Marine Bioresources, Ministry of Education, Hainan Key Laboratory for Conservation and Utilization of Tropical Marine Fishery Resources, College of Fisheries Life Science,Hainan Tropical Ocean University, Sanya 572022, China
  • Online:2021-12-18 Published:2021-12-15

摘要: 为弥补传统微生物学实验考核的弊端,在教学时数有限的情况下,不再单独设置验证和综合性实验,仅设计一个综合性大实验,并将其分解成含有验证、综合、设计性的8个小实验项目。在“3+1”实验教学模式下,将每个小实验项目按照实验准备、智能导学、实验操作和总结创新等4个环节分别进行量化评分,不再安排期末实验考核,学生成绩则由在“3+1”教学模式中所做的每个小实验项目的各个环节得分综合确定。通过对每个小实验项目的每个环节得分段位进行分析可知,学生对每个小实验项目每个环节的掌握情况。与传统微生物学实验教学考核方式相比,“3+1”教学改革模式下的微生物学实验考核更注重全程分项量化,考核标准明确,考核内容全面,考核方式线上与线下结合,减少老师随意评分和学生投机得分的概率,有效促进学生参与实验全程教学,提高学生动手实践能力与创新能力,也能使教师客观真实地了解实验教学效果,发现实验教学中存在的问题并有针对性加以改进。

关键词: “3+1”教学模式, 微生物学实验, 分项实验考核, 全程量化

Abstract: In order to make up for the disadvantages of traditional microbiology experiment assessment, verification and comprehensive experiments were no longer set up alone, just one large comprehensive experiment was designed with the condition of limited teaching hours, which was disintegrated into eight small experimental items with verification, synthesis and design. Under the “3+1” experimental teaching mode, each small experimental item was quantitatively scored according to the four steps of experimental preparation, intelligent guidance, experimental operation and summary innovation, the final experiment examination was no longer arranged, and the experimental scores of students were comprehensively determined according to the scores of each step of each small experiment item done in the “3+1” teaching mode. The degrees of the students’ learning and understanding for each small experimental item could be judged based on the analysis of each highscore segment score of each small experimental item. Compared with the traditional microbiology experiment teaching examining method, the examination of microbiology experiment under the mode of “3+1” teaching reform paid more attention to the whole process of each small experimental item to make a quantification, the examination standard was clear, the examination content was comprehensive as well as the offline assessment of the examination mode was combined with online, which reduced the probability of score teachers assess randomly; the probability of speculative score of students and effectively promoted the students to participate in the whole teaching of the experiment, and their practical ability and ability of innovative summary were both improved. It also enabled teachers to acquainte objectively with the effect of experimental teaching and learning of students, and find out the problems existing in experimental teaching exactly and improve them.

Key words: “3+1” teaching mode, microbiology experiment, experiment examining of per item, quantitative assessment of the whole process

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