Construction and Practice of a Literature-Driven Blended Teaching Model
LI Ping, CHEN Jiarui, JIN Wenjie, HE Tao*
This paper focuses on the reform of the “Cell Engineering” course and experimental teaching within the Bioengineering and Biotechnology programs at Qinghai University. In response to such issues in traditional teaching as the updating of knowledge lagging behind advances in science and technology, the monotonous teaching model failing to stimulate student initiative, and the inadequacy of integration between experimental instruction and regional characteristic industries, this study adopts a “knowledge‑ability‑literacy” integrated approach. It specifically incorporates the unique biological resources and ecological environment of the Qinghai‑Tibet Plateau, a diversified reform system has been established. The reforms encompass updating teaching philosophies and models, optimizing course content, enriching teaching resources, innovating experimental teaching, and improving assessment mechanisms. Specific measures include introducing blended online and offline teaching, scientific paper reading and discussion, group competitions, and combining virtual simulation with hands‑on practical operations. Regional elements such as Tibetan sheep cloning and the cultivation of plateau‑specific species are also integrated. The effectiveness of the reforms was evaluated through diversified assessments and questionnaire surveys. The results show that student approval rates for various reform measures exceeded 86%, with overall satisfaction reaching 94.55%. Significant improvements were observed in knowledge acquisition, practical skills, innovative thinking, and awareness of serving local development. This reform provides a reference for similar course teaching reforms.
CN
EN