摘要
1984年,哈佛大学教授埃里克·马祖尔(Eric Mazur)在物理学教学实践中创立了"同伴教学法(peer-instruction,PI)",PI引导学生主动探究、互相学习,获得良好的教学效果。21世纪,信息技术和生命科学的飞速发展,使得生命科学的实验教学走向网络平台。在"微生物学实验"的混合式教学中,应用"同伴教学法"让学生在实验原理掌握、实验操作技术、实验结果分析和作业互评等学习过程中始终保持在教授给他人的状态,即两周后知识技能的保持率稳定在90%。对比"同伴教学法"班级和未实施"同伴教学法"班级,发现各种成绩的统计中,实施了"同伴教学法"的班级都显著提升。因此,在实验课程的教学中"同伴教学法"是值得深度研究和推广的高效教学方法。
In 1984,Harvard University professor Eric Mazur founded peer-instruction(PI)in physics teaching practice,PI guides students to explore actively,learn from each other and obtain good teaching effect.In the 21 st century,with the rapid development of information technology and life science,the experimental teaching of life science is also moving towards the network platform.In the blended teaching of Microbiology Experiment,the PI method is applied.In the explanation of experimental principle,operation technology,analysis of experimental results and mutual evaluation of homework,the PI method keeps the learning process at the state of teaching to others all the time,that is,the retention rate of knowledge and skills is stable at 90%after two weeks.Comparing the classes with PI method and classes without PI method,the classes that implemented the peer teaching method have significantly improved in the statistics of various achievements.Therefore,PI method in experimental teaching is an effective teaching method worthy of further research and promotion.
作者
张霞
曹阳
陈峰
张萍
秦敏君
ZHANG Xia;CAO Yang;CHEN Feng;ZHANG Ping;QIN Min-Jun(School of Life Sciences and Biotechnology,Shanghai Jiao Tong University,Shanghai 200240,China)
出处
《微生物学通报》
CAS
CSCD
北大核心
2020年第5期1621-1625,共5页
Microbiology China
基金
上海市沪教委高(2017)71号
中国高等教育理科教育专业委员会高等理科教育研究课题(2018)。
