Exploration on Student-Centered Fermentation Engineering Course by Problems Conducted Teaching


Based on the feature of Fermentation Engineering Course, Study on student-centered classroom teaching by new teaching modes and methods to stimulate students’ learning motivation and develop students’ innovating ability. Combines problem based learning (PBL) with case based learning (CBS) teaching methods. In the process of teaching, guiding the students to think actively through questions, and participation in class discussion, courseware, simulation teaching, etc. and guiding students to analyze and solve problems, construction guide classroom teaching model. The resultsshow that the student’s initiative, enthusiasm and learning effectwereimproved obviously. And the way of teaching achieved good teaching results, which not only highlightedthe student-centered teaching philosophy, but also learnedthe advantages of a wide range of teaching methods.

Share and Cite:

Ge, L. , Zhu, Z. , Yu, Q. & Wan, H. (2013). Exploration on Student-Centered Fermentation Engineering Course by Problems Conducted Teaching. Creative Education, 4, 89-91. doi: 10.4236/ce.2013.42012.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Cao, J. W., Ma, H. W., & Zhang, J. Y. (2008). Microbial engineering (pp. 55-59). Beijing: Science Press.
[2] Chen, B. L. (2010). Microbial engineering. Beijing: Science Press.
[3] Chen, Z. Q., Sun, T. Y., & Xu, D. X. (2006). Explore on the feasibility of problem-based Learning in our country. Medical Journal of National Defending Forces in Southwest China, 64, 433-435.
[4] Ding, X. J. (2007). Student-centered teaching: The history review and the latest progress. Education Development Research Journals, 12, 53-58.
[5] Jin, H. R. (2009). Creating the new teaching mode of fermentation engineering by study the practice the scientific concept of development. The Science Education Article Collects, 23, 37-38.
[6] Li, D. W. (2005). In higher vocational practical teaching behavior guide the practice of teaching the course and explored. Study and Practice, 6, 34-36.
[7] Li, Y. (2011). Fermentation industry overview. Beijing: China Light Industry Press.
[8] Liu, J. Y. (2009). The application of problem-based learning (PBL) in the British medical education. Foreign Medical Education, 20, 7-10.
[9] Ni, J. L., Tang, X. L., & Han, Z. Z. (2009). Practice and experience about teaching mode by a series question brought forward taking structure geology as an example. Chinese Geological Education, 12, 143-145.
[10] Tan, T. W. (2011). Biological separation technology. Beijing: Chemical Industry Publication.
[11] Yao, R. H., Zhou, S. S. (2005). Microbial engineering process principle. Guangzhou: South China University of Technology Press.
[12] Yu, J. L. (2011). Fermentation engineering principle and technology applicatio. Beijing: Chemistry Industry Press.
[13] Yu, J. T., Tang, X. X., Wu, X. Y., & Li, Y. R. (2006). New biotechnology (pp. 114-117). Beijing: Chemistry Industry Press.

Copyright © 2023 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.