分组微视频竞赛模式在生物化学大班教学中的应用研究

分组微视频竞赛模式在生物化学大班教学中的应用研究Title:ApplicationofGroupMicrovideoCompetitionModeinBiochemistryClassroomTeachingAbstract:Thetraditionallecture-basedteachingapproachinbiochemistryclassroomsoftenfailstofosteractivelearningandengagementamongstudents.Toaddressthisissue,thispaperexplorestheapplicationoftheGroupMicrovideoCompetitionMode(GMCM)inbiochemistryclassroomteaching.Thismodeintegratesgrouplearning,microvideos,andcompetition,aimingtopromotestudentengagement,collaborativelearning,andknowledgeretention.Thepaperdiscussesthetheoreticalbasis,instructionaldesign,andadvantagesofimplementingGMCMinbiochemistryclassrooms.Moreover,itpresentstheoutcomesandfeedbackfromstudentsandteachers,highlightingtheeffectivenessandpotentialimpactofimplementingGMCMasaninnovativeteachingmethodinbiochemistryeducation.1.Introduction1.1Background1.2ResearchObjective2.TheoreticalBasis2.1ActiveLearningandEngagement2.2ConstructivistLearningTheory2.3CooperativeLearning3.InstructionalDesignofGroupMicrovideoCompetitionMode3.1FormingStudyGroups3.2MicrovideoCreationandPresentation3.3CompetitionStructureandEvaluation4.TheAdvantagesofGroupMicrovideoCompetitionMode4.1EnhancingStudentEngagement4.2PromotingCollaborativeLearning4.3FosteringCriticalThinkingandProblem-SolvingSkills4.4ImprovingKnowledgeRetention5.ImplementationandOutcomes5.1ImplementationProcess5.2StudentSatisfactionandFeedback5.3TeacherEvaluationandFeedback6.Discussion6.1EffectivenessandImpactofGroupMicrovideoCompetitionMode6.2ChallengesandLimitations6.3SuggestionsforFutureResearch7.Conclusion7.1SummaryofFindings7.2ImplicationsforBiochemistryEducation7.3RecommendationsforFurtherImplementation1.Introduction1.1BackgroundIntraditionalbiochemistryclassrooms,lecturesoftendominatetheteachingprocess,leavinglittleroomforactivestudentinvolvement.Thispassivelearningenvironmentoftenleadstoreducedengagement,limitedknowledgeretention,andlackofcriticalthinkingskillsinstudents.Toaddressthesechallenges,innovativeteachingmethodsarerequiredtocreateanactiveandcollaborativelearningenvironment.1.2ResearchObjectiveTheobjectiveofthisresearchistoinvestigatetheapplicationoftheGroupMicrovideoCompetitionMode(GMCM)inbiochemistryclassroomteaching.Byexploringthetheoreticalbasis,instructionaldesign,advantages,andoutcomesofimplementingGMCM,thisstudyaimstoprovideinsightsintotheeffectivenessofthisteachingapproachanditspotentialimpactonbiochemistryeducation.2.TheoreticalBasis2.1ActiveLearningandEngagementActivelearningisapedagogicalapproachthatpromotesstudentengagementandparticipationinthelearningprocess.Itisbasedonthebeliefthatstudentslearnbestwhentheyareactivelyinvolvedinconstructingtheirknowledge.Byincorporatingactivitiesthatrequirestudentparticipation,suchasdiscussions,problem-solving,andcollaboration,activelearningenhancesstudentengagementandcriticalthinkingskills.2.2ConstructivistLearningTheoryConstructivistlearningtheorysuggeststhatlearnersactivelybuildtheirknowledgeandunderstandingoftheworldthroughmeaningfulexperiences.Accordingtothistheory,learningshouldbestudent-centered,involvinghands-onactivities,groupwork,andexplorationofreal-worldproblems.Byintegratingtheprinciplesofconstructivistlearning,GMCMinbiochemistryclassroomscanprovidestudentswithopportunitiestoconstructtheirknowledgethroughactiveparticipation.2.3CooperativeLearningCooperativelearningpromotescollaborativeeffortsamongstudents,emphasizinginteraction,teambuilding,andcollectivelearning.Inbiochemistryclassrooms,cooperativelearningcanbefacilitatedthroughgroupactivities,wherestudentsworktogethertosolveproblems,shareknowledge,andsupportoneanother.GMCMleveragesthepowerofcooperativelearningbyencouragingstudentstoworkingroupstocreatemicrovideosandcompetewiththeirpeers,fosteringcollaborationandasenseofsharedresponsibility.3.InstructionalDesignofGroupMicrovideoCompetitionMode3.1FormingStudyGroupsAtthebeginningofthesemester,studentsaredividedintogroups,ensuringamixofabilitiesandbackgroundsineachgroup.Thisallowsfordiverseperspectivesandencouragespeerlearning.Thegroupmemberscollaboratethroughoutthesemester,conductingresearch,creatingmicrovideos,andpreparingforthecompetition.3.2MicrovideoCreationandPresentationEachgroupisassignedaspecifictopicrelatedtobiochemistry.Theyareencouragedtoexplorevariousresources,suchastextbooks,researcharticles,andonlinematerials,todeepentheirunderstandingofthetopic.Thegroupmembersthencreatemicrovideos,whichareshortvideosthatexplainthetopicinaconciseandengagingmanner.Thesemicrovideosarepresentedduringthecompetitionandarealsosharedwiththewholeclassforfurtherlearning.3.3CompetitionStructureandEvaluationThecompetitiontakesplacetowardstheendofthesemesterandfollowsastructuredformat.Eachgrouppresentstheirmicrovideototheclass,showcasingtheirresearchfindingsandconveyingthekeyconceptsoftheassignedtopic.Thepresentationsareevaluatedbasedoncontentaccuracy,clarityofexplanation,creativity,andoveralleffectiveness.Thetop-scoringgroupreceivesrecognitionandrewards,fosteringasenseofhealthycompetitionamongstudents.4.TheAdvantagesofGroupMicrovideoCompetitionMode4.1EnhancingStudentEngagementGMCMactivelyinvolvesstudentsinthelearningprocess,astheybecomecreatorsofknowledgeratherthanpassiverecipients.Thecompetitionelementstimulatesmotivationamongstudents,leadingtoincreasedengagementandparticipationinthebiochemistryclassroom.4.2PromotingCollaborativeLearningGMCMencouragesteamworkandcollaborationamongstudents.Byworkingtogetheringroups,studentslearnfromeachother,developcommunicationskills,andbenefitfromdiverseperspectives.Thisfostersasenseofsharedresponsibilityandcreatesasupportivelearningenvironment.4.3FosteringCriticalThinkingandProblem-SolvingSkillsThroughthecreationofmicrovideos,studentsarerequiredtoanalyzecomplexbiochemistryconcepts,breakthemdownintounderstandableparts,andpresenttheminacoherentandengagingway.Thispromotescriticalthinking,problem-solvingskills,andadeeperunderstandingofthesubjectmatter.4.4ImprovingKnowledgeRetentionResearchsuggeststhatactivelearningmethods,suchasGMCM,aremoreeffectiveinpromotingknowledgeretentionthantraditionallectures.Byactivelyparticipatinginthecreationandpresentationofmicrovideos,studentsaremorelikelytoretaintheinformationandapplyitinreal-worldscenarios.5.ImplementationandOutcomes5.1ImplementationProcessTheimplementationofGMCMinbiochemistryclassroomsinvolvesthecarefulplanningandcoordinationofstudygroups,microvideocreation,andcompetitionlogistics.Theprocessrequiresclearcommunicationwithstudents,providingguidelines,resources,andsupportthroughoutthesemester.5.2StudentSatisfactionandFeedbackFeedbackfromstudentsindicateshighlevelsofsatisfactionwithGMCM.Studentsappreciatetheopportunitiesforactivelearning,collaboration,andcreativity.Theyreportincreasedinterestinthesubject,improvedunderstandingofcomplexconcepts,andenjoymentinthecompetitionaspectofthemode.5.3TeacherEvaluationandFeedbackTeachersalsofindGMCMtobeavaluableteachingapproachinbiochemistryeducation.Theyobserveincreasedstudentengagement,activeparticipation,andimprovedknowledgeretention.Moreover,teachersnotethatGMCMfacilitatesastudent-centeredlearningenvironmentandenhancestheoverallclassroomatmosphere.6.Discussion6.1EffectivenessandImpactofGroupMicrovideoCompetitionModeTheimplementationofGMCMinbiochemistryeducationhasshownpromisingresultsintermsofstudentengagement,collaborativelearning,criticalthinking,andknowledgeretention.Themodehasthepotentialtotransformtraditionallecture-basedclassroomsintodynamicandinteractivelearningenvironments.6.2ChallengesandLimitationsImplementingGMCMinbiochemistryclassroomsalsopresentschallengesandlimitations.Thesemayincludetheneedfortechnologyanddigitalliteracy,varyingskillsandcontributionsamonggroupmembers,andthetimerequiredformicrovideocreation.Addressingthesechallengesrequiressupportfromtheinstitution,accesstoresources,andongoingtrainingforbothstudentsandteachers.6.3SuggestionsforFutureResearchFurtherresearchisneededtoexplorethelong-termimpactofimplementingGMCMinbiochemistryeducation.ComparativestudieswithtraditionalteachingmethodscanprovideadeeperunderstandingoftheeffectivenessandbenefitsofGMCM.Additionally,investigatingthetransferabilityofGMCMtoothersubjectsandeducationallevelswouldexpanditsapplicability.7.Conclusion7.1SummaryofFindingsThisstudyexploredtheapplicationoftheGroupMicrovideoCompetitionMode(GMCM)inbiochemistryclassroomteaching.TheuseofGMCMresultedinenhancedstudentengagement,collaborativelearning,criticalthinking,andimprovedknowledgeretention.7.2ImplicationsforBiochemistryEducationThefindingssuggestthatGMCMcan