高等药学教育研究 ›› 2025, Vol. 43 ›› Issue (1): 21-25.

• 学科与课程建设 • 上一篇    下一篇

LBL-RBL-PBL-CBL多元化教学模式在天然药物生物技术课程中的探索和应用

  

  1. 中国医学科学院/北京协和医学院药物研究所 天然药物活性物质与功能国家重点实验室,北京 100050
  • 收稿日期:2023-09-23 出版日期:2025-03-25 发布日期:2025-04-02
  • 通讯作者: 訾佳辰
  • 作者简介:
    李霓(1985-),女(汉族),内蒙古呼和浩特人,博士,副研究员,从事天然药物药理学研究工作,E-mail lini@imm.ac.cn;

Exploration and application of the LBL-RBL-PBL-CBL diversified teaching model in the natural medicine biotechnology course

  1. State Key Laboratory of Bioactive Substance and Function of Natural Medicines, Institute of Materia Medica, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing 100050, China
  • Received:2023-09-23 Online:2025-03-25 Published:2025-04-02

摘要:

天然药物生物技术课程的开设对于培养知识体系完备、具有学科交叉理念的天然药物研究创新人才具有重要意义。该课程主要讲授天然药物研究中所涉及前沿生物技术的原理和应用,具有显著的学科交叉特征。作者在教学改革探索中,突破了单纯以“教师”为核心的教学模式,建立LBL-RBL-PBL-CBL多元化教学模式,通过线上和线下教学结合、热点案例分析、数字教学资源共享、主题分组讨论等形式,让学生更形象、更深入地理解教学内容,并且激发学生的学习热情以及启发学生思考天然药物研究的新方向。

关键词: 天然药物生物技术, 学科交叉, 多元化教学模式, 教学资源整合

Abstract:

The natural medicine biotechnology course plays a vital role in cultivating innovative students with a comprehensive knowledge system and an interdisciplinary concept for natural medicine research. This course primarily focuses on principles and applications of cutting-edge biotechnologies involved in natural medicine research, which has significant interdisciplinary characteristics. In the teaching reform, we moved beyond a purely teacher-centered model by establishing a diversified teaching approach integrating Lecture-Based Learning (LBL), Research-Based Learning (RBL), Problem-Based Learning (PBL), and Case-Based Learning (CBL). Through a combination of online and offline teaching, case analysis, digital resource sharing, and thematic group discussions, students gain a more intuitive and in-depth understanding of the course content. This approach also stimulates students' enthusiasm for learning and inspires them to explore new directions in natural medicine research.

Key words: natural medicine biotechnology, interdisciplinary, diversified teaching mode, teaching resource integration

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