研究性学习项目在“微生物学”课程教学中的应用

Application of a research-based learning project in the teaching of Microbiology

摘要:

“研究性学习”是一种能够提升学生多种能力的主动学习模式，包括激发学习兴趣、增强自主学习和问题解决能力、培养团队合作意识等，能够针对性改善传统课程教学中目标单一、学习吸引力不强、挑战度不够、较少干预不良学习习惯等问题，推动学生从被动接受知识转为自主探索，符合现代高等教育的人才培养目标。基于“微生物学”课程教学中开展的研究性学习项目具体实践及后续的问卷调查结果，本文在对项目设计理念、实施方案及要点进行总结的基础上，从课程、学生和教师3个维度分析了研究性学习在教学实践中的能效体现。结果表明，85%以上的学生认可研究性学习对本人知识、能力和综合素养的正向提升，尤其在增强知识拓展、信息挖掘等学习能力、增进合作交流以及提升对微生物学相关领域的学习兴趣等方面效果显著，并且具有可持续提升效应。

Abstract:

Research-based learning is an active learning mode designed to enhance students’ multiple abilities, aiming to stimulate learning interests, enhance self-directed learning and problem-solving skills, and foster teamwork awareness. It can effectively address issues such as the singularity of teaching objectives, lack of learning appeal, insufficient challenge, and limited intervention on poor study habits in traditional course teaching, encouraging students to shift from passive knowledge acceptance to independent exploration, and aligning with the talent training objectives of modern higher education. This paper summarizes the design philosophy, implementation plan, and key points of a research-based learning project applied in the teaching of Microbiology, based on the specific practice and the results of a follow-up questionnaire. The effectiveness of research-based learning in teaching practice is analyzed from the perspectives of the course, students and teachers. The results show that more than 85% of students recognize the positive improvement of their knowledge, abilities, and comprehensive literacy by research-based learning. Particularly, this project demonstrates satisfactory performance in enhancing learning abilities such as knowledge expansion and information mining, promoting cooperation and communication, and increasing interests in microbiology, with a sustainable improving effect.