生物课堂教学板书

生物课堂教学板书严隐石（福州教育学院３５００００）板书在课堂教学中占有极其重要的地位,它和口头表达一起称为教师教学能力的“双基”。本文想就板书的作用、板书的设计两方面加以阐述。１板书的作用１１有利于将课堂知识系统化。比如初一生物第一部分第一章第二节...     

板书形式的新尝试———纸贴板书

板书是中学生物教学中最普遍而重要的一种直观教学形式。我们在组织师范生进行教育实习时,尝试了一种新的板书形式——纸贴板书,在有关内容的教学中收到了较好的教学效果。１纸贴板书的制作和演示方法１．１制作方法教师在备课时,按照教学内容列出简洁明了的板书提纲,...     

生物课的板书美

美的板书是生物教师在教学过程中的一种艺术创造,它集中体现了生物教师对教学内容的理解力、构思力和组织力。因此,凡是教学经验丰富的生物教师都非常讲究板书设计的科学化和艺术化,亦即板书美。那么,板书美有哪些特征呢?一、以简驭繁的凝聚美“简”是指板书语言的精简,必须具有高度的概括性、纲领性和指示性。“繁”是指课堂教学内容多、篇幅长,结构复杂。以简驭繁就是指用具有高度概括性、纲领性的板书语言对纷繁的教学内容作艺术处理,即凝聚式板书,这是教学的精     

板书与多媒体相结合在“蒸馏”教学中的应用与探索

本文以"蒸馏"的教学为例,阐述传统板书与多媒体相结合在化工原理中教学过程中的应用。采用多媒体和板书相结合的教学方法,使二者优势互补,以达到学生兴趣、提高教学效果的目的。     

浅谈生物学课堂教学中的板书设计

课堂教学中板书的目的在于把重难点知识系统地、形式多样地呈现给学生 ,从而帮助学生理解和记忆所学知识 ,提高课堂教学效率。为此 ,本文意欲探讨课堂板书的有效形式。图 1图 2图 31　换位板书即改换相关标题 ,变换角度将教材中的重难点知识呈现给学生。例如 ,在学习“植物对离子的选择吸收”时 ,就可以从“影响根吸收矿质离子的内部因素”的角度进行如图 1的板书。　　这种板书 ,避免了将概念、原理、结论等合盘托出的弊端 ,给学生“是新内容”的感觉 ,也正因为是“新内容”,所以更能引起学生的注意。2　关联式板书这种板书是将大段文字材…     

基于“云板书”的微信公众号辅助教学在组织学与胚胎学教学中的应用

通过手机进行碎片化记忆已经成为一种学习方式,在微信公众号中获取学习资源已经成为医学生的日常行为。将"云板书"与微信公众号融合作为一种辅助教学和学习方法,应用在组织学与胚胎学教学中,通过推送每个章节微信公众号(基于云板书),便于学生在课前预习与课后归纳总结。教师通过一对一微信在线答疑的方式解决学生在课堂中存在的疑惑,解决了学生课堂提问和讨论时间不足的问题,提高了学生学习成绩,促进学生学习组织学与胚胎学的兴趣,养成了学生自主学习的能力。     

多媒体时代黑板画在生物教学中的应用

多媒体展示较多的知识及信息量,在教学过程中学生不易抓住课堂的重点及难点,好的板书对于呈现教学内容与条理起着十分重要的作用。在课堂教学中,良好运用黑板画要做到黑板画的准确性,注重美感和整体布局,要化繁为简,化抽象为具体。绘图时要注意色彩,配合实物、模型或挂图。     

建构教学模式在生物教学中的实验

传统教学模式,在行为主义学习理论指导下,表现为以教师为中心,教师利用讲解、板书和各种媒体作为教学的手段和方法向学生传授知识。建构教学模式,在建构主义学习理论指导下,表现为以学生为中心,在整个教学过程中由教师起组织者、指导者、帮助者和促进者的作用,利用情境。协作、会话等学习环境要素,充分发挥学生的主动性、积极性和首创精神,最终达到使学生有效地实现对当前所学知识的意义建构的目的,为了在中学生物教学中推广实行建构教学模式,我们于近年进行了如下实验。实验对象为华南师范大学附属中学1996－1997学年初一级学生…     

基于试卷分析探讨思维导图及3DBody解剖软件应用于系统解剖学教学的效果

本文以皖南医学院2015级护理专业本科系统解剖学期末试卷分析为基础,探讨了在系统解剖学多媒体结合板书的教学模式中融入思维导图及3D Body解剖软件的教学实践。试卷分析结果表明,将思维导图及3D Body解剖软件融入到现有的教学模式中,有利于学生学习兴趣的激发、主观能动性的充分发挥、自主学习习惯的培养、从局部到整体知识链的构建和形象思维及逻辑思维能力的培养,有助于提高教学质量。     

基于MOOC时代的“细胞生物学”翻转课堂探索

信息时代,传统课堂模式已不能满足大学生对知识的需求。MOOC因其大规模、开放、在线共享等特性,极大程度上将"讲师–学生–课堂"三大主体与互联网融合,构建出一种全新的教学理念+模式。细胞生物学作为生命科学基础学科,涉及生物学、临床医学多学科领域,同时与其他学科交叉融合,因此,细胞生物学教学模式的创新显得至关重要。该文对于细胞生物学翻转课堂探索基于"细胞解码"慕课的建设措施,同时,为了进一步发挥翻转课堂的优势,我们针对中南大学湘雅医学院、基础医学院、生命科学学院等专业学生开放了"细胞解码"SPOC课堂,将课堂教学与在线教学结合,更好地从教学模式、教学安排、教学评价和教学完善等方面介绍相关教学模式的改革。该研究发现,翻转课堂有助于激发学生自主探索精神、加强学生在"互联网+"大背景下紧跟时代脚步的能力,进而全方位提升学生的综合素质和高等教育教学改革的质量,达到改革创新的目的。     

翻转课堂在免疫学教学中的探索与实践

近年来翻转课堂作为以学生为主体、教师为主导的教学方式逐渐被应用于大学本科教学。本文介绍了翻转课堂在"免疫学"教学中的探索与实践,包括课程内容设计、知识点提取、课前自主学习资源的制作与发布、高效课堂教学活动设计与实施、评价方式及教学反思等六方面内容。翻转课堂的教学模式实现了教学由"单向传授"向"双向互动"、"被动学习"向"自主探索"的转变,学生不仅掌握了免疫学的基础知识,而且自主学习能力得以提升。     

Creating Science Picture Books for an Authentic Audience

This article presents an authentic writing opportunity to help ninth-grade students use the writing process in a science classroom to write and illustrate picture books for fourth-grade students to demonstrate and share their understanding of a biology unit on cells. By creating a picture book, students experience the writing process, understand how to share their learning with an authentic audience, and create an artifact that demonstrates their understanding of content knowledge.     

Constructing a Cotton-Ball Catapult: An Interdisciplinary STS Learning Experience

The need for all students to develop a stronger ability to express their science knowledge in writing is important. In this article, the authors take you on a journey in an elementary school classroom with tools to help foster deeper learning and stronger writing skills in science content. With many students in high school required to pass end-of-semester science exams to receive a diploma, teaching writing at an early age across various content areas is an even more critical component of today’s curriculum. Presenting curriculum material through multiple means (Universal Design for Learning-Representation) allows students to gain information through a learning approach that best fits the students’ learning needs. The authors examine multiple means of representing science curriculum to engage students in creating detailed and comprehensive concept maps and to provide supportive scientific evidence in written explanations as they gain more content knowledge in science.     

情景模拟在“医学微生物学”翻转课堂教学中的应用

翻转课堂是实现以学生为中心、提升学生自主学习能力的重要教学方法。随着线上课程的开展和学习平台技术的成熟,学生已能在课前获得足够的资源。然而,习惯于灌输式教育的学生仍缺乏自主学习的动力和方法。为此,我们教研团队尝试采用情景模拟的课堂活动设计来突破翻转环节实施的难点。研究发现,参考临床案例撰写剧本的过程能有效提升学生的自学兴趣和能力。学生课前在线预习时长和章节访问次数,以及参考资料阅读率和小组讨论时长均显著增加。课堂上,学生将课前所学知识在模拟实践中进行练习,促进了师生互动,帮助学生加深对知识的理解,提升学习成绩和满意度,同时也培养了学生的团队合作精神,建立临床思维,提升职业兴趣和能力。因此,情景模拟的融入实现了翻转课堂教学中“课前学”和“课上习”的教学闭环,为进一步推进翻转课堂的开展提供参考。     

Stomata: Versatile Sensory Devices but Difficult Experimental Subjects

This study examined what worldviews are present among Dutch students and teachers and how the students cope with scientific knowledge acquired in the biology classroom. Furthermore, we investigated what learning and teaching strategies teachers adopt when they teach about evolution and worldviews. For this survey, 10 schools for higher general secondary education or pre-university level were selected. The data showed that most teachers did not have an articulated learning and teaching strategy. Controversial topics and discussions with students about their own worldviews were ignored in the classroom. Furthermore, the data revealed that students and teachers have a large variety of different worldviews. Some students acknowledged having difficulties coping with the knowledge gained from the classroom, because it contradicted their own worldviews. These results support our hypothesis that there is need for an explicit learning and teaching strategy that supports both teachers and students to teach and learn about evolution in multiple contexts.     

问题性教学模式在生物化学教学中的构建

问题性教学符合知识经济时代教育的新要求,在生物化学的教学过程中通过问题而达到掌握知识和发展思维是可行的,问题性教学模式在生物化学教学中的构建就具有相当大的实践意义,从五方面阐述了如何在生物化学教学中构建问题性教学模式。     

半翻转生物化学教学模式对学生学业成绩和自我认知的影响

“以学生为中心”的翻转课堂教学模式可以提高学生的学业成绩、改善认知和培养创新能力等,但对知识掌握的整体性、系统化和育人方面存在明显的不足;传统教学“以教师为中心”的教学理念却有着知识学习的系统化和育人方面的独特优势。我们结合了翻转课堂和传统教学各自的优点,在山东大学齐鲁医学院2020级口腔医学、药学和预防医学专业的生物化学教学中,引入了翻转课堂与传统教学相结合的半翻转课堂的教学模式,并以2019级的传统教学模式作为对照,对学生的学业成绩和自我认知情况的改善进行统计学分析。结果表明,采用半翻转课堂教学的学生成绩优于传统式教学(P<0.01);学生的自我认知能力在半翻转课堂教学实施前后有显著改善(P<0.01或P<0.05);该研究为医学院校的相关教学和研究工作提供参考。     

Utilizing Saccharomyces in the classroom: a versatile organism for teaching and learning

In the world of higher education, one of the struggles instructors face in the classroom is engaging students in the material. A second discussion in higher education pedagogy is how to weigh content versus activity in the science classroom. How should college teaching be set up when students now have every fact ever found at their fingertips on a device no larger than a half sandwich? What is the correct balance in the classroom between content/ knowledge and activity? As instructors grapple with these questions, a new type of learning experience called the Course Based Undergraduate Research Experience (CURE) has been developed, whereby students engage in an authentic research question in a classroom and laboratory setting. CUREs have been shown to be effective learning experiences for students but can be difficult to implement. Saccharomyces cerevisiae is a versatile and easy to use organism in the classroom that can be used for a wide variety of classroom activities. Described herein are a number of ways an instructor can use yeast in the classroom for authentic research experiences, especially focused towards a CURE.     

The teacher writing toolkit: enhancing undergraduate teaching of scientific writing in the biological sciences

ABSTRACT

Teaching scientific writing in biology classes is challenging for both teachers and students. This article offers and reviews several useful ‘toolkit’ items that instructors of science writing can use to improve college student success. The tools in this kit are both conceptual and practical, and include: 1) Understanding the role of student metacognition, cognitive instruction, and strategic teaching, 2) Recognition of different student writing levels, 3) Applying the writing process, 4) Demonstrational classroom revision and editing, 5) Student-teacher sentence editing, 6) Student peer editing and guided student editing, 7) Student copy-editing, 8) Reflective writing, 9) Addressing plagiarism, paraphrasing, and proper in-text citations and referencing, and 10) Using external, on campus and online resources. Additionally, we discuss the new challenges of teaching scientific writing online versus face-to-face. The discussions, approaches, and exercises presented in this paper empower teachers in assisting students in their development of a personal writing style, while simultaneously building student confidence. The tools we present augment our previous presentation of the student writing toolkit, and can improve and enhance the teaching of scientific writing to undergraduate students.     

思政教育在眼科学教学中的探索与实践

思想政治教育在我国高等教育体系中有着重要的意义。将思政内容融入到专业课的课堂教学过程中,注重培养学生的能力和素养,是立德树人的根本举措。在眼科学教学过程中,提倡把“课程思政”与专业课知识进行有机融合,鼓励学生由被动学习转换为主动学习,培养学生成为有灵魂、有温度的新时代医学人才。