基于学科交叉实施生命科学基础类课程教学改革

Interdisciplinary teaching-assisted education reform in “Principal Biology”

摘要:

“生命科学基础”等生物学通识课程是了解生命科学研究方向和培养生命科学研究兴趣的重要窗口，基于学科交叉实施生命科学基础类课程教学模式改革，培养具有生物学交叉应用能力的复合型人才，对于推动我国生物经济快速发展至关重要。简单的学科叠加式教学方法已经难以让学生发现学科交叉的乐趣，为此，立足于北京理工大学理工类学科特色，针对“生命科学基础”课程，设计理工交叉的教学内容体系，进行理工特色的教学模式创新。围绕基础知识内容，设计专业背景导向的交叉教学内容，通过多学科、多元知识点的衔接转化，构建符合学生身心发展特色的教学体系。设计差异化的交叉教学模式，通过“1+N”混合沉浸式交叉思维训练，提升基本科学素养和交叉思辨能力。基于“教学中”和“教学后”数据模型反馈，评估个性化和精准化交叉教学的培养效果，推动交叉教学过程的循证式优化，进而提升生物交叉学科的课程智教能力。

Abstract:

General education in biological courses such as “Principal Biology” is an essential avenue for gaining an understanding of life science and developing an interest in the field. The reform of biological education teaching mode based on interdisciplinary approaches aims to foster cross-disciplinary talents, which is crucial for the rapid development of China’s bioeconomy. Teaching method that simply superimposes different subjects is difficult to discover the value of interdisciplinary education. To address this, a novel teaching system and an innovative teaching mode were proposed for “Principal Biology” course by integrating science and engineering subjects, based on the cross-disciplinary feature in Beijing Institute of Technology. The system involves the design of cross-disciplinary course content and the integration of multiple disciplines and knowledge points based on students’ majors, taking into account the characteristics of students’ physical and mental development. To improve students’ scientific literacy and interdisciplinary thinking ability, differentiated and major-driven teaching modes were applied by incorporating the “1+N” mixed and immersive cross-thinking training. The effectiveness of tailored cross-disciplinary teaching was evaluated using “in-teaching” and “post-teaching” data feedback models, which promote the optimization of teaching process and enhance the quality of education in cross-disciplinary biological science.