生物学杂志

生物学杂志 ›› 2025, Vol. 42 ›› Issue (5): 126-.doi: 10.3969/j.issn.2095-1736.2025.05.126

• 教学研究 • 上一篇    

“教—学—用”模式探索实验动物学教学改革

许东晖1， 麦智聪1， 高汶静1， 梅雪婷2   

  1. 1. 中山大学 生命科学学院 水产动物疫病防控与健康养殖全国重点实验室， 广州 510275；
    2. 中山大学 实验动物中心， 广州 510080
  • 出版日期:2025-10-18 发布日期:2025-10-14
  • 通讯作者: 梅雪婷，博士，实验师，研究方向为实验动物设施运行管理与教学，E-mail：lssmxt@mail.sysu.edu.cn
  • 作者简介:许东晖，博士，副教授，研究方向为疾病动物模型构建与评价，E-mail：lssxdh@mail.sysu.edu.cn
  • 基金资助:
    广州市科技计划项目（202201011656）； 中山大学校级本科教学质量工程项目（33000-12220011）

Exploring the teaching reform in laboratory animal science through the “teaching-learning-application” model

XU Donghui1, MAI Zhicong1, GAO Wenjing1, MEI Xueting2   

  1. 1. Prevention and Control of Aquatic Animal Diseases and Healthy Aquaculture State Key Laboratory of Biocontrol,
    School of Life Sciences, Sun Yat-sen University, Guangzhou 510275, China;
    2. Laboratory Animal Center, Sun Yat-sen University, Guangzhou 510080, China
  • Online:2025-10-18 Published:2025-10-14

摘要： 传统的“教—学”模式以教师讲授为主，学生被动学习，缺乏验证科学假设的锻炼，阻碍创新思维及能力的提升。 采用“教—学—用”教学模式，将“环境与健康”专题融入实验动物学的本科教学中。课程重点讲授重金属镉、铅污染导致肿瘤、糖尿病、动脉硬化发生的致病机制及相关动物病理模型的构建方法，引导学生围绕“环境与健康”专题，提出科学假设及个人创新实验设计。实验方案经师生讨论交流，汇总至小组实验验证科学假设。对比“教—学”模式，“教—学—用”模式明显提升学生的主观能动性，表现为课余主动查阅文献、讨论实验方案及提出科学假设的学生比例明显升高。在创新思维及能力考查项中，学生符合实验方案优化、把握科学问题、强协助及执行力、验证科学假设的比例明显增加，部分学生的科学假设得到国外学者的研究证实。实践证明将“环境与健康”专题融入实验动物学本科教学，采用“教—学—用”模式能够有效增强学生的主观能动性及自主探究的创新思维及能力，适应国家对创新型人才培养的要求。

关键词: “教—学—用”模式, 环境与健康, 教学改革探索, 主观能动性, 创新能力培养

Abstract: The traditional “teaching-learning” model primarily relies on teacher-centered instruction, where students passively acquire knowledge without opportunities to verify scientific hypotheses, thereby impeding the development of innovative thinking and skills. The “teaching-learning-application” model was adopted to integrate the topic of “environment and health” into undergraduate teaching of laboratory animal science. The course focused on the pathogenesis of cancers, diabetes, arteriosclerosis and other diseases caused by heavy metal cadmium and lead pollution, and the construction methods of related animal pathological models. The course guided students to explore scientific issues related to the topic of “environment and health”, applying acquired knowledge to formulate scientific hypotheses and designing their original experimental protocols. The experimental plan was discussed between teacher and students, and scientific hypotheses were verified through group experiments. Compared with the “teaching-learning” model, the “teaching-learning-application” model significantly improved students’ subjective initiative, evidenced by a significant increase in the proportion of students who actively search for literature, conduct experimental plan discussions, and propose scientific hypotheses after class. Assessment data demonstrated significant improvement in students’ ability to optimize experimental plans, address scientific problems, collaborate effectively, and verify scientific hypotheses. Several student-generated hypotheses were subsequently validated by international researchers. Integrating the topic of “environment and health” into undergraduate teaching of laboratory animal science and adopting the “teaching-learning-application” model can effectively enhance students’ subjective initiative and innovative thinking and ability of independent exploration, aligning with the national requirements for cultivating innovative talents.

Key words: “teaching-learning-application” mode, environment and health, exploration of teaching reform, subjective initiative, innovation ability development

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