Yao Luye, Wu Lingtian, Zhou Jingya, Wu Jinnan, Xu Delei, Zhu Yibo, Ji Hong
College of Biological and Food Engineering, Changshu Institute of Technology, Changshu 215500, Jiangsu, China.
Sheng Wu Gong Cheng Xue Bao. 2024 Mar 25;40(3):953-961. doi: 10.13345/j.cjb.230531.
This study aims to explore and refine the teaching aspects of a flipped classroom approach for biological reaction engineering. The study encompasses three iterations of teaching practice, focusing on key elements such as theme content selection, implementation process, evaluation and effectiveness. By integrating relevant industry and societal topics with course's professional knowledge, students are encouraged to independently collect data, analyze and discuss findings, and present their work in group. Comprehensive literacy of students is assessed through discussion reports, defense reports, utilization of new tools, and team cooperation. Analysis of student performance reveals that the design and implementation of the flipped classroom approach significantly enhances student motivation to learn, improves scores, and supports the achievement of course objectives. Therefore, the methodology presented in this study may serve as a reference for implementing teaching reforms in core courses in applied undergraduate colleges, thereby fostering well-round individuals with strong theoretical foundation, innovative analytical skills, and excellent teamwork abilities.
本研究旨在探索和完善生物反应工程翻转课堂教学方法的各个方面。该研究包括三轮教学实践，重点关注主题内容选择、实施过程、评估和效果等关键要素。通过将相关行业和社会主题与课程专业知识相结合，鼓励学生独立收集数据、分析和讨论研究结果，并分组展示他们的作品。通过讨论报告、答辩报告、新工具使用情况和团队合作来评估学生的综合素养。对学生表现的分析表明，翻转课堂教学方法的设计和实施显著提高了学生的学习积极性，提高了成绩，并有助于实现课程目标。因此，本研究提出的方法可为应用本科院校核心课程实施教学改革提供参考，从而培养具有扎实理论基础、创新分析能力和优秀团队协作能力的全面发展型人才。
