摘要
为了提高学生的自主学习及合作学习能力,在微生物学教学中,采取由任务驱动的团队自主合作学习教学模式。该模式以任务为主线,把教学内容和能力培养目标隐含在任务之中;以教师为主导,引导学生主体利用学习资源,通过个人自主学习及团队合作学习来建构知识和提升能力。三轮教学实践表明,由任务驱动的团队自主合作学习教学模式,激发了学生的学习积极性,培养了学生的综合能力和创新意识,也促进了教师教学水平的提高。
In order to improve students＇ ability of autonomous learning and cooperative learning, we adopted the teaching model of autonomous and cooperative learning in a team based on task driven in Microbiology teaching. In the model, the main line was task, in which the teaching contents and ability objectives were implied, and the teacher was a leader, who guided the students（the main body） to make use of learning resources, construct knowledge and improve ability through individual autonomous learning and team cooperative learning. Three rounds of teaching practice showed that the pattern stimulated the students＇ leaning enthusiasm, cultivated students＇ comprehensive ability and innovation consciousness. What＇s more, the pattern promoted the teacher＇ teaching level.
出处
《微生物学通报》
CAS
CSCD
北大核心
2016年第2期410-416,共7页
Microbiology China
基金
浙江省高等教育课堂教学改革研究项目(No.kg2013399)
绍兴市精品课程建设项目(绍市教高[2014]42号)
绍兴文理学院第四批课程教学模式改革项目(绍学院发[2013]20号)
2013年绍兴市教科规划课题(No.SGJ13020)
绍兴市高等教育教学改革课题(绍市教高[2015]136号)~~
关键词
任务驱动
自主合作学习
微生物学
教学模式
Task driven
Autonomous and cooperative learning
Microbiology
Teaching pattern
