Application of the Biochemistry Hybrid Teaching Mode Based on BOPPPS
10.13865/j.cnki.cjbmb.2022.08.1159
- Author:
Li HU
1
;
Si-Qiang LI
1
;
En-Zhong LI
1
Author Information
1. College of Biology and Food Engineering, Huanghuai University
- Publication Type:Journal Article
- Keywords:
biochemistry;
blended teaching;
BOPPPS(bridge in;
massive online open course (MOOC);
objective;
participatory learning;
post-assessment;
pre-assessment;
summary) teaching model
- From:
Chinese Journal of Biochemistry and Molecular Biology
2022;38(10):1426-1434
- CountryChina
- Language:Chinese
-
Abstract:
In the internet era, massive online open course (MOOC) provides a new research idea and direction for educational reform. The course of biochemistry has the characteristics of many miscellaneous knowledge points, and emphasis on theoretical studies. To overcome students' low interest in learning, the author designed an online and offline hybrid teaching mode based on the BOPPPS teaching method, and carried out the practice in the biochemistry classroom. The situational cases in BOPPPS stimulated the students' interest in learning, and the progressive classroom exercises expanded their horizon. The results show that compared with the students who have experienced blended learning, the depth of knowledge understanding of the experimental group is significantly better than that of the control group, and there is also a significant difference in learning effect (P<0.05). The average score of the experimental group (81. 13) was about 5 points higher than that of the control group (76. 21). The results of the questionnaire survey show that compared with the traditional teaching mode, students are more willing to accept the new teaching mode, and are willing to support the continuation of the teaching mode in the future semesters. Students believe that they can learn more from the new teaching mode than the traditional teaching mode. Moreover, the new teaching mode also promotes teamwork ability, improves students' interest in learning, and students are willing to spend a longer time preparing for the class independently before class. In sum, this method stimulates students' initiative in learning and promotes students to learn better.
