“线上线下混合式”生物技术药物学课程教学改革与实践

摘要

目的 针对生物医药领域生物技术生产专门人才培养的需求，生物技术药物学课程需要有针对性地对其教学内容和教学方式等进行改革，为该领域专门人才的培养提供保障。方法 暨南大学生物技术药物学课程优化教学内容，通过学堂在线、雨课堂网络教学平台，将信息化和智能化融入教学，为学生提供丰富的教学资源，发挥导学、督学和促学的作用。同时，在课堂上采用案例教学、师生答疑互动、线下实操见习等多元教学模式，提高学生的专业素养以及实践能力。最后，以多元的考核方式，让学生能够结合自己的职业规划，认识到自我兴趣特长所在，从而实现个性发展。结果 实施“线上线下”混合式教学模式后，低分段学生人数清零，高分段人数占比上升至62%，学生成绩较改革前大幅度提升，凸显混合式教学模式的显著优势。结论 通过“线上线下混合式”教学方式优化生物技术药物学课程内容，更新其教学目标，为本课程以后的建设和教学改革提供了借鉴之处。

Abstract

Objective To meet the growing demand for specialized professionals in biotechnology production, the biotechnical drug course requires targeted reform in its content and teaching method to better support talent cultivation in this field. Methods The course at Jinan University was optimized by integrating information technology through online teaching platforms such as XuetangX and Rain Classroom, providing enriched learning resources and fostering guiding, supervision, and motivation. At the same time, multiple teaching modes such as case teaching, interactive Q&A and offline practice are adopted in class to improve students' professional knowledge and practical skills. Finally, with multiple assessment methods, students can combine their own career planning and realize their own interests and strengths so as to achieve individualized development. Results After implementing the blended teaching mode, the number of low - scoring students dropped to zero, while the proportion of high - scoring students increased to 62%. Students’ performance improved significantly compared with pre-reform outcomes, demonstrating the substantial advantages of the blended teaching approach. Conclusion Through the "online and offline hybrid" teaching method, the content and teaching objectives of biotechnical drug course are optimized, which provides a reference for the future construction and teaching reform of this course.

关键词

线上线下混合式；教学改革；生物技术药物学；药学；生物技术制药

Key words

online and offline hybrid; teaching reform; biotechnical drug; pharmacy; biotechnological pharmaceutics

2023年度第一批暨南大学“金课”建设项目（港澳台侨特色“金课”专项）（10100013）；

广州市基础与应用基础研究项目（202201010010）；

广东省自然科学基金面上项目（2022A1515012636、2024A1515013257）；

2024年度暨南大学教学质量与教学改革工程项目（JD2024003）