基于BOPPPS的混合式教学模式在生物化学中的应用

随着互联网时代的到来,大规模开放式在线课程(慕课,MOOC)为教育改革提供了新的研究思路和方向。为了提高生物化学的学习效果,本文结合该课程知识点杂而多、理论性强和学生学习兴趣不高的特点,设计了一种基于BOPPPS教学的线上线下混合式教学模式,并在生物化学课程中进行了实践。BOPPPS中的情景案例激发了学生的学习兴趣,逐层递进的课堂练习让学生沉醉其中。研究结果表明,体验过混合式学习的学生与通过传统学习方式学习的学生相比,实验组学生对知识的理解深度明显好于对照组,在学习效果上也存在显著差异(P<0.05),试验组学生的平均成绩(81.13)比对照组学生的平均成绩(76.21)提升5分左右。问卷调查结果显示,与传统教学模式相比,学生更愿意接受新的教学模式,并愿意在未来的学期里支持继续使用新型的教学模式。学生认为,能从新的教学模式学到比传统的授课形式要多的知识,而且新的教学模式还促进了团队合作能力,提高了学生的学习兴趣,学生课前愿意花费较长时间自主预习。该方法激发了学生的学习主动性,促进了学生更好地学习。

Application of the Biochemistry Hybrid Teaching Mode Based on BOPPPS

In the internet era, massive online open course (MOOC) provides a new research idea and direction for educational reform. The course of biochemistry has the characteristics of many miscellaneous knowledge points, and emphasis on theoretical studies. To overcome students’ low interest in learning, the author designed an online and offline hybrid teaching mode based on the BOPPPS teaching method, and carried out the practice in the biochemistry classroom. The situational cases in BOPPPS stimulated the students’ interest in learning, and the progressive classroom exercises expanded their horizon. The results show that compared with the students who have experienced blended learning, the depth of knowledge understanding of the experimental group is significantly better than that of the control group, and there is also a significant difference in learning effect (P<0.05). The average score of the experimental group (81.13) was about 5 points higher than that of the control group (76.21). The results of the questionnaire survey show that compared with the traditional teaching mode, students are more willing to accept the new teaching mode, and are willing to support the continuation of the teaching mode in the future semesters. Students believe that they can learn more from the new teaching mode than the traditional teaching mode. Moreover, the new teaching mode also promotes teamwork ability, improves students’ interest in learning, and students are willing to spend a longer time preparing for the class independently before class. In sum, this method stimulates students’ initiative in learning and promotes students to learn better.