The Construction and Practice of Teaching Module of Thought Experiment in the Course of Cell Biology
CHEN Ling*, LI Li, SONG Jun
Thought experiment is an exploratory thinking activity in which learners follow the patterns and norms of tangible experiments. The combination of constructivist learning, a classic paradigm for effective independent learning, with thought experiment can easily and comfortably enable the meaningful construction of stduent learning, improve the overall quality of teaching and learning, and achieve the goal of developing innovative talents. In this study, the authors performed an instructional design between the input and output sides of constructive learning through introducing a thought experiment-based visual thinking guidance and evaluation system, and constructed several teaching modules labeled as diseases and focused on exploring the mechanisms of human disease based on the blended teaching practice. In this module, thought experiment was used as a logical tool to guide students to collaboratively and independently achieve the self-construct of new knowledge based on their existing knowledge, and the mind map was used as an outcome as well as an evaluation criteria for students’ self-construction. This teaching module enables a more rational integration of Cell Biology into the medical knowledge system, providing new ideas for improvment of teaching quality, achievement of teaching characteristics and enhancement of quality of talent development.
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