【摘要】 目前,中医药院校生物化学实验的传统教学模式是以授课为基础的学习(LBL)教学模式与以团队为基础的学习(TBL)教学模式为主,常常导致实验教学停留在机械性操作-记录结果-撰写报告的简单循环中,学生缺乏对于实验内容的深度探究和认识,无法达到培养创新科研型人才的教学目标。在中医药院校生物化学实验教学中引入以案例为导向的学习(CBL)教学模式、以问题为中心的学习(PBL)教学模式、以资源为基础的学习(RBL-1)教学模式和以研究为基础的学习(RBL-2)教学模式,引导学生搜集资料、预习、参与实验思路设计、构想实验实际应用,激发学生对于实验原理、实验操作、实验结果的探究兴趣,可以有效提升课堂质量,培养学生创新思维,实现生物化学实验教学的最优效果,促进创新型、复合型中医药人才培养。更多还原

【Abstract】 At present, the traditional teaching mode of biochemistry experiments is mainly based on LBL(Lecture-based Learning) and TBL(Team-based Learning) teaching modes in TCM colleges and universities, which often leads to the simple cycle of mechanical operations-recording results-writing reports. Students lack in-depth exploration and understanding of the experimental content, failing in achieving the teaching goal of cultivating innovative scientific research talents. The introduction of CBL(Case-based Learning), PBL(Problem-based Learning), RBL-1(Resources-based Learning) and RBL-2(Research-based Learning) teaching modes into biochemistry experiment teaching in TCM colleges and universities can instruct students to collect data, preview, participate in the design of experimental ideas and conceive the practical application of experiments, and stimulate students’ interest in the exploration of experimental principles, experimental operation and experimental results. In this way, the quality of classroom teaching can be effectively improved, students’ innovative thinking can be cultivated, the optimal results of biochemical experiment teaching can be realized, and the cultivation of innovative and compound talents of TCM can be promoted.更多还原