摘要
当前我国高校实验室安全教育一直被视为常态化教育的边缘内容。在课程设计、教学内容和教学评价方面还存在着一些问题,比如课程结构松散缺乏系统的教育理念支撑,教学内容过于教条化理解较为晦涩,教育评价体系过于注重评价事实性知识等,不能有效地将实验室安全理论和原则内化于心,从而造成学生对实验室安全意识薄弱。围绕当前已有高校实验室安全教育课程,基于深度学习理念从发生、维持、促进、支持机制4个维度,构建了生物实验室安全教育课程及其评价体系,以期为高校同类课程体系建设提供参考。
Laboratory safety education in universities has always been regarded as the marginal content of normal education and teaching in China.There are still some problems in course design,teaching content and teaching evaluation.For example,the curriculum structure is loose and lack of systematic educational theory support.The teaching is too dogmatic to understand.The educational evaluation system pays too much attention to the evaluation of factual knowledge.As a result,students’awareness of laboratory safety is weak and they cannot internalize relevant theories and principles of laboratory safety in their nind.Besed on the existing laboratory safety education courses in universities,and the concept of deep learning,this paper constructs the curriculum system and evaluation criteria of biological laboratory safety education in Beijing Normal University from the four dimensions of occurrence,maintenance,promotion and support.These may provide reference for the construction of similar courses in universities.
作者
邴杰
宋宏涛
李森
BING Jie;SONG Hongtao;LI Sen(College of Life Sciences,Beijing Normal University,Beijing 100875,China)
出处
《实验室研究与探索》
CAS
北大核心
2021年第11期286-290,309,共6页
Research and Exploration In Laboratory
基金
国家基础学科拔尖学生培养试验计划研究课题(310510008)
北京师范大学教学建设与改革(200904,201127)。
关键词
深度学习
实验室安全教育
课程体系
评价标准
deep learning
laboratory safety education
curriculum system
evaluation criterion
