以动带静——静态生物化学的单元化“微教学”实践

Integrating dynamic elements to static biochemistry-the practice of unitized"micro-teaching

摘要:

针对静态生物化学内容枯燥、传统课堂灌输式教学难以满足学生需求的情况,教师将教学内容划分为短小的授课单元,充分开发"微教学"资源,通过多媒体课件、图片、实物、实验演示、原理动画等手段的紧密衔接与穿插,营造了"微教学"环境,赋予枯燥的静态知识以形象的动态要素,给学生强烈的感官冲击,在头脑中刻画出准确的知识印记;同时改进学生参与方式,大幅改善了教学效果,获得了学生认可。本文介绍了教学创新的目标与思路,并以"蛋白质变性与复性"为例,展示了单元教学过程的设计和实施,对生物化学课程教学质量的提升具有重要意义,同时也为其他课程的教学改革提供了参考和借鉴。

Abstract:

As the content of static biochemistry is boring and traditional cramming education fails to draw the attention of students,we divided the course into small units and then made full use of "micro-teaching" resources such as multimedia slides,pictures,objects,experimental demonstrations and animations of the biochemical principles.The method created a"micro-teaching "environment,which combined boring static knowledge with vivid dynamic elements,thus producing a strong sensory impact on students,highlighting the knowledge in their mind,prompting students'participation,and greatly improving the teaching effects.This article introduces the goals and development process of this teaching method,and takes" Protein Denaturation and Renaturation "as an example to demonstrate the design and implementation process of the" micro-teaching",which seems to be of great significance to the improvement of the teaching quality of biochemistry course and serves as a reference for reform in other courses.