生物学杂志

生物学杂志

• 教学研究 • 上一篇    下一篇

不同教学方法在微生物学教学中的比较研究

  

  1. 1武汉设计工程学院；2 华中农业大学
  • 出版日期:2016-04-18 发布日期:2016-04-18
  • 通讯作者: 石 慧，硕士，副教授，武汉设计工程学院专任教师，主要从事应用微生物的研究与教学工作，E-mail：442049972@qq.com。
  • 基金资助:
    湖北省教育科学规划领导小组教育科学“十二五规划”课题（2011B438）

 
Comparative study of different teaching methods  in microbiology teaching

  1.  
    1. Wuhan Institute of Design and Sciences Wuhan 430205; 2. Huazhong

    Agriculture University Wuhan 430070, China

  • Online:2016-04-18 Published:2016-04-18

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摘要：  

将《微生物学教程》教材各章节分为易理解型章节、难理解型和综合应用型章节三种类型，以学习效率、课堂容量、学习兴趣、自学能力和综合能力作为评价指标，分别运用讲授式(LBL)、问题式（PBL）和讨论式教学方法授课，发现不同教学方法适用于不同类型的章节。通过对研究结果的综合分析并结合合理分配学时的因素认为：讲授式教学方法适用于易理解型章节的教学；PBL式教学方法适用于难理解型章节教学；讨论式为主讲授为辅的教学方法更适用于综合性应用型章节的教学。

关键词: 微生物学, 教学方法, LBL, PBL, 讨论式

Abstract:  

 In the textbook of microbiology course, the chapters are divided into three types such as easy to understand type, difficult to understand and comprehensive application of chapter type. The indexes like the learning interest, the learning efficiency, the self-learning ability, the comprehensive ability and the classroom capacity were evaluated with Lecture Based Learning(LBL), Problem Based Learning(PBL)[1] and Discussion Based Learning(DBL) separately. Result showed that the different teaching methods were suitable for different types of chapters. The LBL teaching method can be used in easy to understand chapter of teaching; PBL teaching method can be applied in easy to understand chapter teaching; DBL attached to LBL is more suitable for the teaching of comprehensive application of chapters.

Key words: microbiology, teaching method, LBL, PBL, DBL