My recent thoughts and practice in undergraduate teaching
Posted by LC | Filed under teaching
I will upload the accept manuscripts later.
Employ flipped classroom teaching in General Biology
In a time with rich and easily accessible information, the author believes that the undergraduate lecture course General Biology teaching should focus on the construction of knowledge framework, should focus on practicing students' innovative thinking and cultivating the scientific research interest, but not explaining in detail every knowledge points in a textbook. The author uses the strategy of flipped classroom teaching to redesign the course. This article will introduce the guiding ideology of curriculum redesign, as well as the teaching experience in practice.
Primary-literature-based teaching to facilitate learning, a case study in Cell Biology
doi pending; pre-print
To develop students’ innovative and creative abilities, the educators over the world are practicing various approaches to facilitate students’ learning. This education reform concentrates on the transformation of the cognitive system – from the knowledge-based system to the action-based system. In one chapter of the course Cell Biology, we selected three original research articles in the field of cellular membrane and vesicle trafficking as the class reading material. These articles emphasize three topics: the assembly of ribosomes on the membrane, the translocation of nascent peptide chains across the membrane and the transport of proteins by vesicles respectively. We focus on the teaching to facilitate literature reading and share our experience in achieving high level of learning.
Employ active learning in a Cell Biology laboratory course
Innovation driven economy demands creative talents. A reform of current science education is required to meet the needs of our society. What have been shown in the past is that those students that could think critically outperform those only could memorize precisely. The goal of the education reform is to promote students not only remember and understand the content, but also to be able to apply, analyze, evaluate and create related content. The solution is active learning. Here, we describe and discuss how we employ active learning in a cell biology laboratory course. Our initial attempt showed that students trained from active learning reformed course not only actively involved all laboratory activities, but also were highly motivated to carry further studies in the field of cell biology.
Thoughts and practice using science communication in college stage to cultivate scientific innovations
The educators over the world are practicing various approaches to facilitate students’ learning, to prepare these young people for jobs of the future. With the burst of massive web-accessible information, we shift our teaching focus to the usage of knowledge, especially on how to use scientific knowledge to effectively communicate science with others. We believe science communication is critical, not only for scientific collaboration, but also for scientific innovations in laboratories and in factories.