基于“DISCK”教学法的环境工程微生物学教学创新与实践

Teaching innovation and practice of Environmental Engineering Microbiology based on the DISCK teaching method

摘要:

针对环境工程微生物学课程教学中存在的知识碎片化、理论与实践脱节、学科知识迭代迅速及思政浅表化等问题，创新性地提出了“DISCK”教学法。该方法整合对分课堂(discussion teaching)、资源共享(information share)、学习报告(study report)、案例教学(case-based teaching)和知识卡片(knowledge card) 5种教学方法，通过重构教学内容、重塑教学课堂、深化课程思政、优化考核体系等举措，实现了知识传授、能力培养和价值塑造的有机统一。实践结果表明，该教学模式显著提升了教学效果，80分以上学生比例明显提高，不及格率显著下降；问卷调查显示90%以上学生对教学方法表示满意；同时，学生在解决复杂问题、团队协作、创新实践等方面的能力得到显著提升。本研究为环境工程类专业课程教学改革提供了可借鉴的实践案例，对培养应用型工程技术人才具有重要参考价值。

Abstract:

The current teaching of Environmental Engineering Microbiology face challenges such as fragmented knowledge, disconnection between theory and practice, rapid disciplinary updates, and superficial ideological and political education. This study develops the DISCK teaching method, which integrates five pedagogical strategies: discussion teaching, information share, study report, case-based teaching, and knowledge card. Knowledge delivery, skill cultivation, and value shaping are integrated by restructuring teaching contents, redesigning classroom activities, deepening ideological and political education, and optimizing assessment systems. This teaching method has significantly enhanced teaching effectiveness. The proportion of students scoring above 80 points increased markedly, while the failure rate dropped significantly. The questionnaire survey indicated that over 90% students expressed satisfaction with the teaching approach. Moreover, students exhibited enhanced abilities in solving complex problems, teamwork, and innovative practice. This study provides a replicable model for reforming environmental engineering courses and offers valuable insights for cultivating applied engineering talents.