遗传 ›› 2019, Vol. 41 ›› Issue (5): 439-446.doi: 10.16288/j.yczz.19-035

• 遗传学教学 • 上一篇    下一篇

一致性建构原则下遗传学混合式教学设计与实践

吴燕华1,2,范慧慧3,钱榕3,曾勇3,姚瑶3,林娟2,卢大儒2,丁妍3(),乔守怡1,2()   

  1. 1. 生物科学国家级实验教学示范中心(复旦大学),上海 200433
    2. 复旦大学生命科学学院,上海 200433
    3. 复旦大学教师教学发展中心,上海 200433;
  • 收稿日期:2019-02-16 修回日期:2019-04-25 出版日期:2019-05-20 发布日期:2019-04-27
  • 通讯作者: 丁妍,乔守怡 E-mail:yding@fudan.edu.cn;syqiao@fudan.edu.cn
  • 作者简介:吴燕华,博士,正高级讲师,硕士生导师,研究方向：人类遗传学与分子遗传学。E-mail: yanhuawu@fudan.edu.cn
  • 基金资助:
    国家基础学科人才培养基金项目(J1210012);教育部人文社会科学研究规划基金项目(18YJA880012);2016年上海高校优质在线课程建设项目;复旦大学本科教学研究与改革实践项目资助

Curriculum design and practice of Genetics blended course under the principle of constructive alignment

Yanhua Wu1,2,Huihui Fan3,Rong Qian3,Yong Zeng3, Yao3,Juan Lin2,Daru Lu2,Yan Ding3(),Shouyi Qiao1,2()   

  1. 1. National Demonstration Center for Experimental Biology Education (Fudan University), Shanghai 200433, China
    2. School of Life Sciences, Fudan University, Shanghai 200433, China
    3. Center for Faculty Development, Fudan University, Shanghai 200433, China
  • Received:2019-02-16 Revised:2019-04-25 Online:2019-05-20 Published:2019-04-27
  • Contact: Ding Yan,Qiao Shouyi E-mail:yding@fudan.edu.cn;syqiao@fudan.edu.cn
  • Supported by:
    Undergraduate Training Project of National Science Foundation of China(J1210012);Humanity and Social Science Youth Foundation of Ministry of Education of China(18YJA880012);Quality Online Undergraduate Course Construction Project of Shanghai Municipal Education Commission;Fudan Good Practice Program of Teaching and Learning

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摘要：

遗传学是从基因(组)水平研究生命的遗传和变异规律的生物学分支学科。遗传学教学应与不断发展的遗传学科和社会需求相适应。针对遗传学知识体系不断发展、生物学人才培养要求不断提升,教学团队以一致性建构原则为指导,开展遗传学混合式教学的课程设计与改革实践。改革举措具体包括：(1)以遗传分析为主线,建设遗传学在线课程资源;(2)对照布鲁姆教育目标分类,优化课程学习目标;(3)设计与教学目标一致的学习活动与学习测评,建构一致性;(4)丰富学习活动的形式,突出以“学”为中心,重视学生互动,促进主动学习,提升学习成效。问卷调查与成绩分析提示混合式教学改革取得了初步成果：课程受到了学生的充分肯定,并有助于提升学生的学习成效,值得进一步巩固和推广。本文介绍了混合式改革的教学设计与初步实践结果,为新时代遗传学教学的继续发展提供了新的思路和方法。

关键词: 遗传学, 混合式教学, 建构一致性, 教学设计, 效果评价

Abstract:

Genetics is a branch of biology that studies the laws of inheritance and variation from the level of genes (genomes). Genetics teaching should be compatible with the evolving genetic disciplines and social needs. In view of the continuous development of the genetics knowledge system and the requirements for the training of biological students, our teaching team carried out the curriculum design and implementation of genetics blended course under the principle of constructive alignment. The reform actions include: (1) constructing genetics online resources with genetic analysis as the main line; (2) optimizing the learning objectives according to bloom's educational goals classification; (3) designing learning activities and learning assessments under the principle of constructive alignment; (4) enrich the forms of learning activities, highlighting learning-centered course design and learner interaction, promoting active learning, and improving learning outcomes. The results of the questionnaire survey and exam result analysis suggest that the blended course reform has achieved initial results. The course is fully affirmed by the students and helps to improve learning outcomes, which is worthy of further consolidation and promotion. This paper generally introduces the curriculum design and preliminary practice of genetics blended course, providing new insights and approaches for the continued development of genetics teaching in the new era.

Key words: genetics, blended learning, constructive alignment, curriculum design, effect evaluation