Study Of Building Scientific Teaching Classroom In Life Science Undergraduate Education Of The America

Life Science has been developing at full speed in twenty-first Century,which demands for a mass of talent to capture its territory in the field of science. Since the science and technology change rapidly and the inquiry of the professional field becomes more and more complex, the requirements of talent’s quality are also more stringent. The development of life science in the United States, which is a worldwide typical developed country, has been ranking first in the world, so the life science education in its colleges bears the responsibility of supplying talents in high quality and high quantity. However, surveying American life science undergraduate education in past ten years, we can see that the development of the teachers’teaching was not enough to harness the student-centered class; students were lack of the initiative to learn and they couldn’t participate into the class actively; the curriculum system was too obsolete while the contents were too multifarious. Faced with these problems, the National Research Council called for the nationwide implementation of life science teaching reform and the construction of scientific-inquired class in order to improve the quality of life science education in colleges and universities.The article is divided into four parts. The introduction part of this article includes the reason of choosing the topic and the contents, the methods and the significance of this research. The first part of the paper mainly introduces the background of constructing scientific-inquired class in the American undergraduate education of life science, it starts from the drawbacks of current life science education in American universities, and summarizes the dilemma of the life science education, and then leads to the scientific-inquired teaching theory, which including its background of emerging and two advantages comparing with the traditional teaching. The second part of the article mainly discusses the specific measures of constructing scientific-inquired class in America universities. This part elaborates the measures of constructing scientific-inquired class from three aspects:changing the students’learning mode, promoting the teachers’ scientific-inquired teaching, and constructing the scientific-inquired class. It realizes the core concept, which is the teachers instructing the students to learn the life science curriculum in scientific-inquired way, and constructs a complete professional knowledge structure. The third part of the thesis introduces the practice of scientific-inquired class in America undergraduate life science education. This part elaborates the achievement of the construction of scientific-inquired class from the aspects of implementing the scientific-inquired teaching and creating a new class where students learning actively in the way of examples to improve teachers’quality. The last part of the paper mainly discusses the enlightenment of constructing scientific-inquired teaching for undergraduate life science education in American brought to China, mainly including the selection of appropriate teaching methods, advocated learning-actively teaching, which emphasizing on the importance of teaching methods to constructing the scientific-inquired teaching class; transforming the teachers’idea and strengthening the education and training:changing the balance of teaching and scientific research from the teachers’ occupation approbation; optimizing the curriculum design to establish less and wide curriculum system:constructing the curriculum with the core concept and implementing the scientific-inquired teaching in the course of these two big modules.Stones from other hills may serve to polish the jade of this one. By introducing the new class of life science in American colleges, this study hopes to implement the reform of undergraduate teaching in life sciences and construct our own scientific-inquired class combining China’s specific national conditions.