新农科背景下观赏果树栽培与资源课程教学改革研究
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摘要
在全国教育大会加强高等教育改革的时代背景下,针对观赏果树栽培与资源课程的教学内容、方法和手段等方面存在的问题,通过融合手机易班App和多元化教学方法的混合式教学及考核评价方式的探索和实践,激发了学生对园艺专业知识的探求欲,提高了课堂教学效果。此次教学改革研究为卓越农林人才培养和园艺新农科教育提供了有益的尝试。
Under the era background of strengthening higher education's reform in the National Education Congress, the problems of teaching contents, methods and means of ornamental fruit tree's cultivation and germplasm resources were preliminary discussed. Good teaching efficacy was obtained and desire of students to explore horticultural knowledge was inspired by the exploration and practice of integrating mobile App Yi Class and diversified teaching methods and assessment methods. This teaching reform provided a useful attempt for the cultivation of excellent agroforestry talents and neo-agriculture education.
Under the era background of strengthening higher education's reform in the National Education Congress, the problems of teaching contents, methods and means of ornamental fruit tree's cultivation and germplasm resources were preliminary discussed. Good teaching efficacy was obtained and desire of students to explore horticultural knowledge was inspired by the exploration and practice of integrating mobile App Yi Class and diversified teaching methods and assessment methods. This teaching reform provided a useful attempt for the cultivation of excellent agroforestry talents and neo-agriculture education.
引文
[1] 唐景莉.坚持“以本为本” 推进“四个回归”:新时代全国高等学校本科教育工作会议述评 [J].中国高等教育,2018(Z2):11-12.
[2] 邓秀新,项朝阳,李崇光.我国园艺产业可持续发展战略研究[J].中国工程科学,2016,18(1):34-41.
[3] 沈向,毛志泉.观赏果树的兴起与发展[J].落叶果树,2005,37(2):58-59.
[4] 类延旭.“培养什么人、如何培养人”是高校必须牢牢把握的根本问题[J].学校党建与思想教育(高教版),2005(5):1.
[5] 周兴.高校生物教学中如何提升学生创新思维[J].现代交际,2016(8):233-234.
[6] 唐永金.主体易位教学法及其在农科教学中的应用[J].西南科技大学高教研究,2003(3):55-56,62.
[7] 李映霞.多种教学手段在渔政管理与渔港监督课程中的应用[J].科技资讯,2017(5):171-172.
[8] LYMAN F T.The responsive classroom discussion:The inclusion of all students[M]//ANDERSON A S.Mainstreaming digest.College Park,MD:University of Maryland Press,1981:109-113.
[9] 王华,黄佳钦,张铭,等.园艺专业“双创”型人才培养实践教学考核体系探讨:以安徽农业大学为例[J].安徽农业科学,2015,43(31):368-369.
[10] 李忠云,邓秀新.科教融合协同育人提升人才培养质量[J].中国高校科技,2012(9):6-8.
[11] 钟宇,张健,冯茂松.“园林植物组织培养与快繁技术”课程构建及教学初探[J].中国林业教育,2006,24(2):44-46.
[2] 邓秀新,项朝阳,李崇光.我国园艺产业可持续发展战略研究[J].中国工程科学,2016,18(1):34-41.
[3] 沈向,毛志泉.观赏果树的兴起与发展[J].落叶果树,2005,37(2):58-59.
[4] 类延旭.“培养什么人、如何培养人”是高校必须牢牢把握的根本问题[J].学校党建与思想教育(高教版),2005(5):1.
[5] 周兴.高校生物教学中如何提升学生创新思维[J].现代交际,2016(8):233-234.
[6] 唐永金.主体易位教学法及其在农科教学中的应用[J].西南科技大学高教研究,2003(3):55-56,62.
[7] 李映霞.多种教学手段在渔政管理与渔港监督课程中的应用[J].科技资讯,2017(5):171-172.
[8] LYMAN F T.The responsive classroom discussion:The inclusion of all students[M]//ANDERSON A S.Mainstreaming digest.College Park,MD:University of Maryland Press,1981:109-113.
[9] 王华,黄佳钦,张铭,等.园艺专业“双创”型人才培养实践教学考核体系探讨:以安徽农业大学为例[J].安徽农业科学,2015,43(31):368-369.
[10] 李忠云,邓秀新.科教融合协同育人提升人才培养质量[J].中国高校科技,2012(9):6-8.
[11] 钟宇,张健,冯茂松.“园林植物组织培养与快繁技术”课程构建及教学初探[J].中国林业教育,2006,24(2):44-46.