Interdisciplinary teaching-assisted education reform in

Lichao Sun; Xiaoyan MA; Zhenya Chen; Qin Zou; Yixin Huo

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Interdisciplinary teaching-assisted education reform in "Principal Biology".

Author: Lichao SUN ¹ ; Xiaoyan MA ¹ ; Zhenya CHEN ¹ ; Qin ZOU ¹ ; Yixin HUO ¹
Author Information

1. Key Laboratory of Molecular Medicine and Biotherapy, School of Life Science, Beijing Institute of Technology, Beijing 100081, China.
Publication Type:Journal Article
Keywords: Principal Biology; biological science; education reform; general education; interdisciplinary
MeSH: Humans; Students; Curriculum; Biological Science Disciplines/education*; Universities; Biology/education*
From: Chinese Journal of Biotechnology 2023;39(11):4718-4729
CountryChina
Language:Chinese
Abstract: General education in biological courses such as "Principal Biology" is an essential avenue for gaining an understanding of life science and developing an interest in the field. The reform of biological education teaching mode based on interdisciplinary approaches aims to foster cross-disciplinary talents, which is crucial for the rapid development of China's bioeconomy. Teaching method that simply superimposes different subjects is difficult to discover the value of interdisciplinary education. To address this, a novel teaching system and an innovative teaching mode were proposed for "Principal Biology" course by integrating science and engineering subjects, based on the cross-disciplinary feature in Beijing Institute of Technology. The system involves the design of cross-disciplinary course content and the integration of multiple disciplines and knowledge points based on students' majors, taking into account the characteristics of students' physical and mental development. To improve students' scientific literacy and interdisciplinary thinking ability, differentiated and major-driven teaching modes were applied by incorporating the "1+N" mixed and immersive cross-thinking training. The effectiveness of tailored cross-disciplinary teaching was evaluated using "in-teaching" and "post-teaching" data feedback models, which promote the optimization of teaching process and enhance the quality of education in cross-disciplinary biological science.