“PBL + 翻转课堂”混合教学模式在岩浆岩岩石学课程中的探索与应用

Exploration and Application of the “PBL + Flipped Classroom” Hybrid Teaching Model in the Igneous Petrology Course

摘要: 岩浆岩岩石学是地质学核心基础课程，传统讲授模式存在理论抽象难懂、实践环节与课堂脱节等问题。为提升教学质量，本文将PBL与翻转课堂有机融合，应用于岩浆岩岩石学教学。具体重构了“课前自主学习 → 课堂深化应用 → 课后拓展反思”的教学流程，设计岩石成因与应用相关问题，互动与实践训练，并构建多元化考核体系。教学实践表明，该模式能有效激发学生的自主学习兴趣，增强对理论知识的理解深度，提升问题解决与团队协作能力，为地质学类课程的教学改革提供了有益参考。

Abstract: Igneous petrology is a core foundational course in geology. The conventional lecture-based teaching model is characterized by issues such as abstract theoretical content and a disconnect from practical application. To enhance the teaching quality, this paper integrates Problem-Based Learning (PBL) with the Flipped Classroom and applies it to the teaching of igneous petrology. It reconstructs the teaching process of “pre-class autonomous learning → in-class deepening application → post-class expansion and reflection”, designs problems related to the genesis and application of rocks, strengthens interactive practice, and builds a diversified assessment system. Practice shows that this teaching model can effectively stimulate students’ interest in autonomous learning, enhance the depth of knowledge understanding, problem-solving ability, and cultivate teamwork spirit, providing a useful reference for the reform of geology courses.