Model essay on biochemistry 1: The teaching reform of biochemistry in basic medicine major is a new major set up by our school to adapt to the development of medical science and medical and health undertakings in China. The purpose is to cultivate basic theoretical knowledge and experimental skills of basic medicine and life sciences with innovative spirit, high comprehensive quality, wide knowledge and strong potential for continuous learning and development. Medical professionals who can be engaged in the teaching of basic medicine, clinical medical experiments and scientific research in medical colleges, hospitals and medical research institutions in the future [1]. Biochemistry is a science that studies the phenomenon, essence and activity law of life from the molecular level, and it is a vital basic course in the fields of life science such as biology and medicine. At the same time, biochemistry, as a subject based on experiments, has strong practicality. Therefore, biochemistry is a very important compulsory course for students majoring in basic medicine, and it is a powerful guarantee for independent research and teaching in the future [2]. How to establish a biochemistry teaching model suitable for basic medical majors, adjust and optimize existing courses, and meet the requirements of cultivating innovative talents in this major is an urgent problem for biochemistry teachers to seriously consider and actively explore.
At present, the main modes, contents and existing problems of traditional biochemistry theory and experiment teaching in medical colleges are as follows:
① Theory course: In the teaching of this course, teachers mainly teach in the form of multimedia courseware, which is not conducive to the cultivation of practical work ability. In the use of teaching materials, basic medical specialty and clinical medical specialty use the same teaching materials, which can not meet the needs of basic medical specialty training. In addition, the proportion of English teaching is not high. For many years, in the teaching process of biochemistry, no matter in theoretical courses or experimental courses, courseware and reference materials are basically in Chinese except for technical terms marked in English, and the classroom is mainly taught in Chinese, which is not conducive to improving students' ability to consult English documents, write English papers and communicate in English.
② Experiment class: The content of experiment class can't meet the needs of cultivating students' overall scientific research thinking. Some experiments are out of date, and many biochemical experiments are still using outdated technical methods, which are completely out of touch with the theoretical development and clinical practice of biochemistry, so these experiments need to be completely abandoned and replaced. In addition, the experimental teaching mode is that experimental technicians preview before class, and teachers explain the experimental principle, operation steps and matters needing attention according to the teaching materials in class. Student? Take medicine according to the prescription? Type of experimental operation, and finally complete the experimental report. The whole experimental model seems compact and perfect, but students do not participate in thinking to a high degree, and often operate like running errands. This kind of teaching emphasizes the process of experimental technology, but students can't fully grasp the coherence of knowledge and skillfully use these technologies to solve problems, which is not conducive to cultivating students' scientific research thinking ability.
Therefore, how to reform the teaching content and methods of experimental courses and improve students' subjective initiative is also a problem that needs to be faced squarely. Two related courses, biochemistry and advanced biochemistry, are offered in the basic medical specialty of our school. Based on the training objectives and students' foundation of basic medical specialty, the following aspects are optimized and adjusted, so that students can learn the basic knowledge of this course well in a limited time and lay a solid foundation for future practical application.
1 Optimize and adjust the teaching content comprehensively
1. 1 Appropriate teaching guiding ideology and teaching content should be formulated in theoretical teaching.
Basic medical biochemistry is offered in the first semester of grade two, and advanced biochemistry is offered in the first semester of grade three. The former mainly focuses on the clarification of basic theories, while the latter mainly focuses on the frontier progress and technology of disciplines. In terms of teaching guiding ideology, it emphasizes the construction of basic theory-clinical scientific research knowledge system. This course first introduces the brief history and present situation of biochemistry to help establish a basic theoretical framework. Then teach the basic knowledge of biochemistry in detail, improve the basic knowledge structure system, then explain various diseases or technologies in clinical cases and research papers, summarize and refine research ideas and design ideas in specific cases, and cultivate students' scientific research thinking and ability to use knowledge. In the teaching content, it mainly includes the following parts. ① Basic knowledge of biochemistry and molecular biology: structure and function of biological macromolecules, metabolism and regulation of substances, and transmission and regulation of genetic information. For this part, use multimedia to explain the basic content in detail and with emphasis. Part of the content adopts interactive teaching, which allows students to consult relevant literature and deepen their understanding. ② Biochemistry and molecular biology techniques should be explained in combination with specific scientific research literature. ③ The pathogenesis of the disease, combined with clinical cases, was systematically introduced. PBL teaching method can be used for case analysis. Emphasis is placed on the specific molecular mechanisms of diseases. Due to the rapid development of biochemistry, the interdisciplinary knowledge derived from biochemistry is changing with each passing day. Therefore, the latest achievements and progress should be integrated into the teaching content in the teaching process, so that students majoring in basic medicine can further understand the latest achievements in various fields and stimulate their enthusiasm for learning.
1.2 experimental teaching should pay attention to the frontier technology of subject development and update and integrate it.
Existing experiment contents We have effectively combed the existing biochemical experiment contents and removed the outdated experiments. The next step will be to try:
① Introduce appropriate cases at the beginning of each experiment, so that students can truly understand the intention of the experiment and effectively connect with clinical and scientific research.
② Try to ensure the consistency of experimental contents. For example, the RNA obtained from the previous RNA extraction experiment can be used as a template for the next RT-PCR.
③ In order to make the experiment content closer to the clinical practice, a high-dose group was added in the two experiments of serum triglyceride content determination and serum alanine aminotransferase activity determination, and the students' impression was deepened through the comparison between normal samples and abnormal samples.
④ In the arrangement of advanced biochemical experiments, we try to integrate multiple experiments with internal relations into comprehensive experiments. For example, the identification of restriction endonucleases, the transformation of ligation products and the screening of positive clones can be added to the original plasmid extraction to integrate into a complete molecular cloning experiment. Offering comprehensive experiments can not only increase the systematization of experimental contents, but also stimulate students' interest and promote their active learning. At the same time, we should also pay attention to providing suitable research problem situations so that students can truly understand the principle and application of each experiment.
⑤ Relying on the basic medical experimental center of our school, we should carry out innovative experiments and try research-based learning to cultivate students' scientific thinking and scientific research ability.
2. Comprehensively optimize and adjust teaching methods.
2. 1 theoretical teaching method
The second-year students of basic medicine have a certain professional foundation and self-study ability. In order to improve the teaching effect, traditional teaching should be avoided as much as possible. Teaching style? In the teaching mode, the following integrated teaching methods can be adopted.
2. 1. 1PBL teaching improves students' ability to analyze and solve problems. There are about 40 undergraduates majoring in basic medicine in our school every year. The existing teachers, teaching resources and teaching experience enable us to partially adopt PBL teaching mode in the teaching process. When selecting cases, we can not only provide disease cases, but also take some specific scientific research experiments as cases, so that students can gradually establish a scientific way of learning and thinking, and cultivate their ability to learn independently, acquire knowledge independently and keep learning.
2. 1.2 heuristic teaching? Introduction-self-study-summary? Heuristic teaching method improves students' teaching initiative. For example, in the chapter of competitive inhibition of enzymes, students can actively look for drugs based on competitive inhibition in clinic, so that students can compare and deepen their understanding.
2. 1.3 interactive teaching The traditional teaching method is mainly that teachers talk, students listen, and there is little interaction between teachers and students. For example, after explaining the basic content of DNA biosynthesis, the whole class is divided into groups, so that each group of students can actively consult the latest progress related to literature and reverse transcription and make it into PPT. Each group sends a representative to explain the relevant contents of the reverse transcription chapter for 20 minutes, which can not only arouse the students' enthusiasm, but also cultivate their sense of teamwork and oral expression.
2. 1.4 Strengthening the proportion of English teaching in scientific research, whether consulting literature, writing scientific research papers or communicating at academic conferences, has high requirements for specialized English. Therefore, in the teaching process, we can increase the proportion of English teaching, try English PPT, and teachers can adopt bilingual teaching, especially professional terms and expressions, to help students improve their professional English as soon as possible.
2.2 experimental teaching methods
Introducing PBL teaching concept into biochemistry experiment teaching. Set each experiment in a meaningful scientific research problem or clinical case, solve the problem through students' mutual cooperation, and then learn the scientific knowledge behind the problem, so that students can not only acquire problem-solving skills, but also cultivate the ability of autonomous learning. For example, the case of melamine milk powder incident leads to the experiment of protein content determination. Adopt PBL and traditional teaching mode in parallel and integrate them? Interaction? 、? Heuristic? And other teaching methods to improve students' interest in learning, which not only ensures the systematic study of theoretical knowledge, but also guides students to think independently around problems, explain problems in practice with the theoretical knowledge they have learned, and integrate theory with practice. Biochemistry, as one of the core courses of basic medical specialty, has made great progress in 2 1 century. Traditional teaching methods can no longer meet the learning requirements of basic medical majors. We need to optimize and adjust biochemistry teaching in time, train students majoring in basic medicine into professionals engaged in medical education and scientific research, and lay a good foundation for some research-oriented talents to enter a higher level.
Model essay II on biochemistry: Teaching research of biochemistry and molecular biology Biochemistry and molecular biology are not only important basic disciplines of life science, but also frontier disciplines of life science, which are the fastest-growing and most dynamic frontier fields in natural science at present, and require students to have high autonomous learning ability and practical ability. However, influenced by the traditional examination system, most colleges and universities still adhere to the traditional one-off examination method at the end of the term. Finish the exam? A test paper determines the grade, and an exam determines the learning effect of students. Some students rely on rote learning before exams. Even if you can get good grades, you only remember the basic knowledge of biochemistry and molecular biology, but your ability to understand and master knowledge has not reached the predetermined teaching plan. The traditional examination system is single in form, which is not conducive to the development of students' innovative ability and the cultivation of students' practical ability and teamwork ability. The reform of examination system is an important link in teaching reform. Improving examination quality is beneficial to improving teaching quality. The reform of examination system is one of the important means to improve the comprehensive abilities of clinical medical undergraduates, such as scientific research ability, autonomous learning ability, teamwork ability and communication ability, and to cultivate innovative talents. The introduction of formative assessment system is conducive to improving students' innovative ability, meeting the requirements of quality education and training, and improving the teaching quality of biochemistry and molecular biology. To satisfy? Ability? The teaching reform of the training goal of clinical medical students with training as the core goal requires the reform of the examination system of biochemistry and molecular biology is imperative.
1 Construction of formative assessment system
Form of formative evaluation system
1) phased exam. At the end of each chapter, the last class time at the end of each chapter is used to conduct a closed-book test on the content of theoretical teaching. After the exam, the teacher gives the correct answer and answers questions to the students on the spot, which can make the students better grasp the knowledge points. After reviewing the exam answer sheet, the teacher will return the answer sheet to the students, fully ensuring the students' right to know about the performance evaluation, and being able to know their own shortcomings in time and correct them quickly.
2) Multi-station test of experimental teaching. Experimental course can not only consolidate students' theoretical knowledge, but also train students' practical ability, cooperation ability, innovative spirit and team consciousness, and is an important link in biochemistry and molecular biology learning. The purpose of multi-station experimental examination is to investigate students' mastery of basic knowledge and skills related to biochemistry and molecular biology. The clinical lecturer is the main examiner, with four test sites, and each test site has two invigilators, who are responsible for the examination process and examination room discipline. The full score of each test site is 5, with a total of 20 points: the first stop: basic operation of biochemistry and molecular biology experiments; Second stop: use 72 1 spectrophotometer and centrifuge; The third station: adding samples by electrophoresis; Fourth stop: column loading and chromatographic column loading.
3) Final exam of theory teaching. The final examination of theoretical teaching is conducted at the end of the course, aiming at evaluating students' academic achievements and determining the achievement of the overall teaching objectives. The content of the examination involves all aspects of biochemistry and molecular biology, and the questions include single-choice questions, multiple-choice questions, noun explanation questions, short-answer questions, question and answer questions and case analysis questions.
Performance evaluation of formative evaluation system
1) formative evaluation (teacher evaluation). Formative evaluation is relative to the traditional summative evaluation. Formative evaluation is an evaluation of students' performance, achievements and learning attitude in the learning process. It is a developmental evaluation of students' continuous observation, recording and research in the whole learning process. Its purpose is to stimulate students' learning, help them adjust their learning state effectively, control the learning process, increase their self-confidence in learning, gain a sense of accomplishment and cultivate a sense of cooperation. Make full use of the advantages of network resources, effectively use the resources of the excellent course platform of biochemistry and molecular biology in Jilin Province, establish QQ group and WeChat group for biochemistry teachers and students, and change the situation that teachers can only meet, ask questions and communicate in class. Using various platforms, teachers and students can fully communicate, narrow the distance between teachers and students, solve problems in students' learning in time, feedback students' evaluation of learning, and adjust students' learning status, which is more conducive to the teaching of the next course.
2) Students evaluate each other. Group discussion is conducive to cultivating medical students' language expression, interpersonal communication and communication and coordination ability, and laying a good foundation for future doctor-patient communication. After theoretical or experimental teaching, the related knowledge and topics of biochemistry and molecular biology are discussed in groups, and the group leader is responsible for recording the contents, processes and conclusions of the discussion. After the discussion, the group members will grade each other, and the discussion records and grades will form written materials, which will be handed over to the instructor. The score of formative evaluation system is set. Students' final examination results are composed of stage examination results (20%), experimental teaching multi-station examination results (20%) and theoretical teaching final examination results (60%). Formative assessment and students' mutual evaluation are not included in the final assessment results.
2. The effectiveness and experience of assessment system reform.
Formative assessment system can obviously improve students' learning enthusiasm, students' learning time is tight, their sense of tension is strengthened, their learning attitude is correct, their interest is enhanced, they can learn voluntarily, collect all kinds of resources after class, digest the knowledge in class in time, review at any time, flexibly turn knowledge into a part of their own knowledge structure, and master theoretical and experimental skills more solidly. Formative assessment system improves students' multiple abilities, and staged examination improves students' autonomous learning ability; Multi-station examination in experimental teaching improves students' practical ability; The group discussion of students' mutual evaluation improves students' teamwork ability; The formative evaluation of teachers and the communication platform between teachers and students have improved students' communication ability. The formative assessment system also inspires students to question and think about professional issues, and cultivates scientific research thinking and critical consciousness. The formative assessment system stimulates teachers' enthusiasm for teaching and brings more freedom to teachers. In the process of implementing the assessment system, teachers can repeatedly demonstrate, constantly explore, innovate, check and fill gaps, so as to achieve the optimization of teaching effect. Formative evaluation system promotes teachers' self-growth. Compared with the previous assessment model, the phased assessment system has higher requirements for teachers. Teachers should constantly enrich their knowledge and improve teaching methods to meet the needs of students' learning on the premise of enhancing their sense of responsibility.
3 discussion
What is a formative evaluation system? Pay more attention to the process than the result? The new examination mode not only attaches importance to theoretical teaching, but also attaches more importance to experimental teaching. Biochemistry and molecular biology is a practical course, which is based on? Stage examination+experimental teaching multi-station examination+theoretical teaching final examination? Replace the traditional assessment system? The final exam of a paper? The grading assessment system improves students' comprehensive ability from the aspects of students' learning enthusiasm, knowledge mastery, skills and hands-on operation level, teamwork and communication. The reform of examination system is a deep-seated reform of teaching quality monitoring in colleges and universities, and an important part of forming a new curriculum system. We should not only be brave in pioneering and innovating, but also make scientific analysis, so as to truly unify teaching and examination and adapt to the new curriculum system. Ability? The teaching reform of cultivating clinical medical students with training as the core goal requires promoting the improvement of teaching quality in colleges and universities and the healthy development of higher education.
Model essay 3 of biochemistry: On the cultivation of students' interest in biochemistry learning Abstract It is extremely important to fully cultivate students' interest in biochemistry teaching, which can not only make students feel relaxed and happy in their study, but also stimulate their subjective initiative, cultivate their strong interest in learning and greatly improve their learning efficiency in biochemistry.
Biochemistry; Interest in learning; cultivate
Learning is the main activity of students at school. How to stimulate and maintain students' strong interest, help students to correct their learning attitude, develop good study habits, master scientific learning methods, and cultivate and stimulate students' interest in learning are the main tasks of teachers. Biochemistry is a basic life science [1] to study chemical molecules and chemical reactions in organisms, and it is an indispensable part of modern medical teaching. In the process of teaching practice, students lack basic medical knowledge, have no impression on the clinical concept of diseases, and have poor abstract thinking, which often makes students feel boring, brings some difficulties to the interaction between teachers and students, and the teaching effect is not ideal. Therefore, in the process of biochemistry teaching, the author aims to guide and cultivate students' interest in learning, stimulate and mobilize students' thirst for knowledge, and let students learn and master more professional knowledge in a relaxed and happy atmosphere.
1 Good lead-in, good first class, to stimulate students' interest in learning.
A good beginning is half the battle. Students are interested in new things. Teachers should make full use of this, attach importance to the teaching art of introduction, leave a deep impression on students, and help to stimulate students' strong interest in biochemistry. The introduction is the beginning of every student's contact with this course, and it is very important to stimulate students' interest in this subject. In teaching activities, how to stimulate students' interest in classroom learning directly affects the teaching quality. The introduction expounds the brief history of biochemistry, research contents and its relationship with medicine. Although the specific content is not long, it covers a wide range, which can be described as an outline for studying biochemistry. In order to improve students' interest, we can tell the process of DNA cloning and insulin synthesis in China by asking questions, setting questions and discussing, so that students can not only know the importance of learning biochemistry, but also activate the classroom atmosphere, fully stimulate students' interest in biochemistry, generate curiosity about biochemistry, and generate curiosity in the learning process, so that their energy and thinking can be concentrated and changed. Want me to learn? For what? I want to learn? Thinking activities consciously and actively follow the teacher.
2. Create problem situations to stimulate students' interest in learning.
The so-called problem situation refers to a learning situation that is difficult and needs students to overcome, but it is within the scope of students' ability. Creating problem situation is to put forward difficult problems in the teaching process, so that students can't use existing knowledge to solve them, thus stimulating students' enthusiasm and knowledge demand.
For example, before talking about gluconeogenesis, ask the students a question: Why can a person live for about six weeks without eating? What sustains the energy supply? Some students replied: sugar dysplasia. Follow-up: What is gluconeogenesis? Bringing students into the problem situation will arouse doubts and curiosity, stimulate curiosity and interest in learning, and then produce a desire to learn. The teacher will explain this part again and let the students find the answer to the question by themselves. This will stimulate students' interest in learning, enhance the attractiveness of teaching, and make classroom teaching along? From doubt to doubt, to doubt? Three-dimensional progress.
For students, the initiative of learning comes from interest first, so students should be defined in teaching. In the process of explaining biochemistry, we should ask some difficult questions to students in time, guide and inspire them to think, explore and study, learn to analyze, synthesize, abstract and summarize, logically reason and judge, and draw their own conclusions, so as to mobilize students' initiative and stimulate students' interest in learning.
In order to create problem situations, teachers are first required to be familiar with the teaching materials, master the structure of the teaching materials, and understand the internal relationship between old and new knowledge. In addition, teachers are also required to fully understand the existing cognitive structure of students, so that the new learning content can form an appropriate span with the existing level of students, thus creating problem situations. Therefore, when preparing lessons before class, teachers should be careful according to the logical relationship of teaching content? Ask questions? Organize the content to be taught into? Problem chain? Can you put these in class? Problem chain? Ask the students to roll their answers and stimulate their interest in thinking. Let the students think. When students come to a correct conclusion, teachers should praise and encourage students' thinking methods and reasoning results in time, and constantly strengthen and stimulate students' interest in learning.
Introduce clinical cases to stimulate students' interest in learning.
Biochemistry has now become a common language between biology and medicine. Single theoretical study is often boring, and clinical basic teaching becomes boring once it is divorced from clinical practice. Teachers should select typical cases in combination with clinical practice.
Stimulate students' thinking through medical record analysis and discussion, and let students learn to integrate theory with practice.
For example, in the case of discussing glucose -6 phosphate dehydrogenase deficiency, three questions are specially designed. Case: Anonymous, a 5-year-old child, was admitted to hospital with headache and fever after using fresh broad beans, followed by hemoglobinuria, anemia and jaundice. 1) Try to analyze why children will have hemoglobinuria, anemia and jaundice after eating fresh broad beans. 2) Analyze the pathogenesis of this child. 3) How to prevent, diagnose and treat families with such genetic diseases?
Guide students to use the theoretical knowledge of biochemistry to think and analyze the above problems, improve students' ability to solve clinical medical problems with basic medical knowledge, and cultivate students' interest in learning biochemistry. Students come into contact with practical problems, stimulate interest, compete to speak, and then the teacher makes a final summary. In this way, students can use their existing knowledge to analyze and solve problems, fully mobilize their thinking and enthusiasm, make students connect with clinical practice, expand their knowledge and enliven the classroom atmosphere. At the same time, we can learn from each other, communicate with each other, learn from each other's strengths, and be easy to remember, understand and consolidate. Case discussion is a teaching method to impart knowledge and train clinical skills.
4. Use a variety of teaching methods to enrich classroom content and consolidate students.
learning interest
If students want to study happily, teachers must teach happily. Classroom is the main place for teaching activities and the place where teachers can display their talents. In order to maintain and consolidate students' interest in learning and achieve ideal teaching results, it is very important to master and apply teaching skills.
First of all, teachers should have a solid teaching foundation, be familiar with various teaching methods, and be able to innovate constantly according to teaching practice. Therefore, on the basis of the requirements of teaching materials and teaching syllabus, teachers should appropriately supplement students with some relevant knowledge that is novel in content and integrates knowledge and interest, so as to expand students' knowledge, let students realize the limitations and deficiencies of their knowledge, thus generating a stronger thirst for knowledge and stimulating and consolidating students' interest in professional disciplines. For example, when teaching lipid metabolism, we can also teach students the harm of overeating and eating too much high-fat food to patients and society, and impart more professional knowledge and clinical practical experience in a limited teaching time.
Secondly, we should strengthen teaching objectives, dilute discipline awareness, strengthen contact with related disciplines and practice teaching, and stimulate and mobilize students' interest in learning. Psychological research shows that the more interesting things are, the easier it is to take root in the mind. Interest is the driving force of learning, and good teaching effect can not be separated from students' interest. Teachers' classroom teaching needs some interesting, humorous and interesting teaching languages in addition to the basic requirements of accurate concept, clear hierarchy and clear logic to stimulate students' interest in this course and consolidate and maintain it.
In addition, multimedia teaching, organizing students to carry out special seminars and special debates can enrich the classroom content. If conditions permit, we can also organize students to leave school, increase social practice by participating in social welfare activities, extend the classroom from limited classroom space to a broad social stage, give students the opportunity to apply what they have learned to social practice, help them establish a strong sense of professional pride and social responsibility, study harder, and strive for early service and return to society.
There are rules in teaching, but there are no fixed rules in teaching. It is important to get the law and always teach and always be new. Practice has proved that stimulating students' interest in learning in teaching and constantly improving teaching methods according to students' age characteristics and cognitive ability are important guarantees to improve the quality of pediatric nursing teaching. In teaching activities, students are the main body of learning. Once their interest in learning is generated in teaching activities, they will become active and get better teaching results. Therefore, teachers should cultivate students' learning interest and learning ability and create an atmosphere of learning and teaching.
refer to
Cha Xiliang, Zhou Chunyan, Zhou Airu, et al. Biochemistry [M]. Beijing: People's Medical Publishing House, 2008: 1.
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