TBL+WebQuest教學(xué)模式在生物學(xué)專業(yè)英語課程中的應(yīng)用探究

TBL+WebQuest教學(xué)模式在生物學(xué)專業(yè)英語課程中的應(yīng)用探究Title:ExploringtheApplicationofTBL+WebQuestTeachingModelinEnglishCoursesforBiologyMajorsAbstract:TheintegrationofinnovativeteachingapproachesiscrucialinenhancingtheeffectivenessofEnglishcoursesforbiologymajors.ThispaperexplorestheapplicationoftheTeamBasedLearning(TBL)andWebQuestteachingmodelinsuchcourses.TBL+WebQuestcombinescollaborativelearning,problem-solving,andtheintegrationofdigitalresourcestoenhancestudents'languageproficiencyandbiologicalknowledgeacquisition.Thispaperdiscussesthetheoreticalfoundation,practicalimplementation,andbenefitsofusingTBL+WebQuestinbiology-relatedEnglishcourses.1.Introduction:Englishlanguageproficiencyplaysavitalroleinthesuccessofbiologyprofessionals.However,traditionalteachingmethodsoftenfailtomeetthespecificneedsofbiologymajors,resultinginlimitedproficiencyinscientificcommunication.TheTBL+WebQuestteachingmodeloffersaninnovativeapproachtobridgethisgap.2.TheoreticalFoundation:2.1.TeamBasedLearning(TBL):TBLisanactivelearningapproachthatpromotescollaborativelearningandcriticalthinkingskills.Itinvolvestheformationofsmallgroups,wherestudentssolvecomplexproblemscollaboratively,enhancingtheirknowledgeacquisitionthroughpeerinteractionandapplicationoftheories.2.2.WebQuest:WebQuestisaninquiry-orientedteachingmodelthatencouragesstudentstoresearchinformationavailableontheinternet.Itpromotesself-directedlearning,informationevaluation,andsynthesizingskills,whicharevitalforbiologymajorsintheirfuturecareers.3.PracticalImplementation:3.1.Pre-stage:a)Planning:TheteacheridentifiesrelevantEnglishlanguageandbiologycontentobjectivesanddesignsascoringrubricandatimelinefortheWebQuestactivity.b)Groupformation:Studentsaredividedintosmallgroups,promotingdiversityandbalanceintermsoflanguageproficiencyandknowledge.3.2.Duringtheimplementation:a)Languageandcontentinstruction:Theteacherguidesstudentsthroughlanguageinstructionrelatedtothetopic,buildingvocabularyandgrammarnecessaryforcommunication.b)WebQuestactivity:Studentsengageinresearch,informationevaluation,andsynthesis,utilizingonlineresources.Theysharetheirfindingsthroughpresentationsorreports.c)Groupdiscussionandreflection:Studentsengageincriticaldiscussions,analyzedifferentperspectives,andreflectontheirlearningexperiences.3.3.Post-stage:a)Assessment:Theteacherevaluatesbothindividualandgroupperformancebasedonthescoringrubricandprovidesconstructivefeedback.b)Languageandcontentintegration:Theteacherintegrateslanguageandbiologycontentthroughfollow-updiscussions,allowingstudentstoreinforcetheirlanguageskillsinascientificcontext.4.Benefits:4.1.Promotinglanguageproficiency:TBL+WebQuestenhancesstudents'communicationskillsinEnglish,especiallyinscientificcontexts,throughcollaborativelearningandreal-worldproblem-solvingscenarios.4.2.Bridgingthegapbetweenlanguageandbiologycontent:Theintegrationoflanguagelearningwithbiologycontentenhancesstudents'understandingandapplicationofscientificconcepts,developinglanguageskillsthatarehighlyrelevanttotheirfuturecareers.4.3.Fosteringcriticalthinkingskills:TBL+WebQuestengagesstudentsincriticaldiscussions,analysis,andreflection,fosteringtheirabilitytothinkcriticallyanddevelopadeeperunderstandingofthesubjectmatter.4.4.Cultivatingindependentlearning:WebQuestpromotesself-directedlearning,researchskills,andinformationevaluation,empoweringstudentstobecomelifelonglearnersinthefieldofbiology.5.Conclusion:TheTBL+WebQuestteachingmodelprovidesapromisingapproachtoenhanceEnglishlanguageproficiencyandfosterbiologicalknowledgeacquisitioninbiologymajors.Thismodelfosterscollaborativelearning,criticalthinking,andtheintegrationofdigitalresources,equ