以专业引导培养学生学习兴趣和专业素质的探索与实践——以青海大学农牧学院草业科学专业为例
|
摘要
专业知识学习是大学教育工作的核心,但像草业科学专业等农科类专业的学生缺乏学习兴趣,结果导致专业知识面不广、专业知识学习的积极主动性差、专业思想和专业素质低等问题。青海大学农牧学院依托教学改革研究项目,通过鼓励学生阅读专业文献、开展常用软件使用培训、创造机会参观和参加专业讲座了解专业知识的特殊应用、介绍专业领域研究前沿、让学生参与专业创新设计和技能比赛等多种途径和措施,使学生了解更多专业知识和相关领域,培养了学生的专业学习兴趣,帮助学生发挥更大的学习主动性,探讨了通过专业引导培养学生学习兴趣和提高专业素质的有效途径。
Professional knowledge learning is the core of university education work, but students who specialize in agricultural sciences such as grassland sciences lack interest in learning. As a result, problems such as lack of professional knowledge, poor initiative in learning professional knowledge, and low professional thinking and professional quality are common. On the basis of Teaching Reform Research Projects, the College of Agriculture and Animal Husbandry of Qinghai University encouraged students to read professional literature, conducted training in the use of commonly used software, created opportunities to visit and attend professional lectures on special applications of professional knowledge, introduced research frontiers in professional fields, and involved students in professional innovation design and skills competitions, made students to understand more professional knowledge and related fields, cultivated students' professional learning interests, helped students to play a greater learning initiative, and explored effective ways to cultivate students′ learning interests and improved professional quality through professional guidance.
Professional knowledge learning is the core of university education work, but students who specialize in agricultural sciences such as grassland sciences lack interest in learning. As a result, problems such as lack of professional knowledge, poor initiative in learning professional knowledge, and low professional thinking and professional quality are common. On the basis of Teaching Reform Research Projects, the College of Agriculture and Animal Husbandry of Qinghai University encouraged students to read professional literature, conducted training in the use of commonly used software, created opportunities to visit and attend professional lectures on special applications of professional knowledge, introduced research frontiers in professional fields, and involved students in professional innovation design and skills competitions, made students to understand more professional knowledge and related fields, cultivated students' professional learning interests, helped students to play a greater learning initiative, and explored effective ways to cultivate students′ learning interests and improved professional quality through professional guidance.
引文
[1] 赵明.大学教育中的专业引导问题探讨[J].内江科技,2015,36(11):101-102.
[2] 王艳洁,龙晓凡,丁小康,等.大学生专业思想问题的成因分析及对策研究[J].中国林业教育,2011,29(S1):8-11.
[3] 朱艳红,梁家君,高秀丽.大学新生专业思想教育措施初探[J].中国校外教育(科研探索),2009(12):9.
[4] 王健,杨毅敏.高等院校农科类专业教学中存在的问题与改革措施[J].海南大学学报(自然科学版),2002,20(3):286-290.
[5] 钱星文.我国研究型大学本科专业课程体系的优化研究:以清华大学等五所大学为例[J].新校园(上旬),2017(1):16-17.
[6] 张中.基于专业引导下的大学生自我教育研究[J].淮海工学院学报(人文社会科学版),2015,13(1):127-131.
[7] 杨海明,王志跃.农科类专业人才培养的问题与对策[J].山东省农业管理干部学院学报,2006,2(4):170-171.
[8] 刘杰.通过增强学生对专业的兴趣引导学生学习中职校电子技术课程[J].科教导刊(中旬刊),2015(6):36-37,117.
[9] 罗亚莉.关于大学生学习适应问题与对策研究:专业选择不理想引起的学习适应困难及调节[J].经济与社会发展,2005,3(4):190-192.
[10] 张玥.浅议高校如何在学生活动中实现专业引导[J].人间,2015(2):130-131.
[11] 毕保良,孔令富,陈颖,等.大学生参加科研全面提高综合素质的思考[J].农业教育研究,2011(1):14-16.
[12] 何兴兵,林永慧.提高大学生创新能力的有效途径:大学生创新项目与教师科研课题相结合[J].高教论坛,2012(4):66-67,70.
[13] 桂萍,王秀琴,郭理,等.实践教学在农科类专业素质教育中的重要作用[J].石河子大学学报(哲学社会科学版),2004,4(S1):65-66.
[14] 韦红桦,潘柳燕,吴子恺.综合大学农科类专业实践教学现状的调查与思考[J].高教论坛,2004(3):40-42,33.
[15] 杨学玉,姚兰芳,奚琦.高校新生专业学习引导工作初探:以北京师范大学信息学科为例[J].北京教育(德育),2015(5):47-49.
[16] 徐克哲.提高科研能力,加强专业引导,培养一流人才[J].吉林省教育学院学报,2012,28(12):64-65.
[17] 王翠菊,孟召平.大学生创新实验项目选题的策略[J].科教文汇(下旬刊),2010(8):32-33.
[18] 周镇,杨艳,石婷,等.以实践为本位的大学生科研立项[J].价值工程,2010,29(11):212-213.
[19] 程健维,韦冬余,王健.再论中美大学工科专业课程设计特点之比较[J].大学教育,2017(9):36-38.
[20] 梁辉煌.大学专业课程创新教学方法研究[J].金融理论与教学,2016(6):106-108.
[2] 王艳洁,龙晓凡,丁小康,等.大学生专业思想问题的成因分析及对策研究[J].中国林业教育,2011,29(S1):8-11.
[3] 朱艳红,梁家君,高秀丽.大学新生专业思想教育措施初探[J].中国校外教育(科研探索),2009(12):9.
[4] 王健,杨毅敏.高等院校农科类专业教学中存在的问题与改革措施[J].海南大学学报(自然科学版),2002,20(3):286-290.
[5] 钱星文.我国研究型大学本科专业课程体系的优化研究:以清华大学等五所大学为例[J].新校园(上旬),2017(1):16-17.
[6] 张中.基于专业引导下的大学生自我教育研究[J].淮海工学院学报(人文社会科学版),2015,13(1):127-131.
[7] 杨海明,王志跃.农科类专业人才培养的问题与对策[J].山东省农业管理干部学院学报,2006,2(4):170-171.
[8] 刘杰.通过增强学生对专业的兴趣引导学生学习中职校电子技术课程[J].科教导刊(中旬刊),2015(6):36-37,117.
[9] 罗亚莉.关于大学生学习适应问题与对策研究:专业选择不理想引起的学习适应困难及调节[J].经济与社会发展,2005,3(4):190-192.
[10] 张玥.浅议高校如何在学生活动中实现专业引导[J].人间,2015(2):130-131.
[11] 毕保良,孔令富,陈颖,等.大学生参加科研全面提高综合素质的思考[J].农业教育研究,2011(1):14-16.
[12] 何兴兵,林永慧.提高大学生创新能力的有效途径:大学生创新项目与教师科研课题相结合[J].高教论坛,2012(4):66-67,70.
[13] 桂萍,王秀琴,郭理,等.实践教学在农科类专业素质教育中的重要作用[J].石河子大学学报(哲学社会科学版),2004,4(S1):65-66.
[14] 韦红桦,潘柳燕,吴子恺.综合大学农科类专业实践教学现状的调查与思考[J].高教论坛,2004(3):40-42,33.
[15] 杨学玉,姚兰芳,奚琦.高校新生专业学习引导工作初探:以北京师范大学信息学科为例[J].北京教育(德育),2015(5):47-49.
[16] 徐克哲.提高科研能力,加强专业引导,培养一流人才[J].吉林省教育学院学报,2012,28(12):64-65.
[17] 王翠菊,孟召平.大学生创新实验项目选题的策略[J].科教文汇(下旬刊),2010(8):32-33.
[18] 周镇,杨艳,石婷,等.以实践为本位的大学生科研立项[J].价值工程,2010,29(11):212-213.
[19] 程健维,韦冬余,王健.再论中美大学工科专业课程设计特点之比较[J].大学教育,2017(9):36-38.
[20] 梁辉煌.大学专业课程创新教学方法研究[J].金融理论与教学,2016(6):106-108.