基于生态文明和“双一流”建设需求的水土保持与荒漠化防治学科人才培养与教学改革——以贵州大学为例
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摘要
[目的]深入探讨基于生态文明和"双一流"建设需求的水土保持学科的人才培养与教学改革,旨在为进一步提升水土保持学科教学质量,培养服务地方生态环境建设与社会经济发展的复合型高层次人才提供理论支持。[方法]以贵州大学为例,分析了新时期水土保持学科发展面临的任务,探讨了人才培养目标、人才培养要求及教学改革等方面的问题。[结果]提出了"立足贵州,面向西南,服务生态文明建设,力争世界一流"的人才培养目标。同时,从能力、素质、知识3个方面分析了本—硕—博不同层次人才培养的具体要求。[结论]新时期水土保持学科需要从优化课程体系,改进教学方法,丰富实践环节,注重国际化人才培养等教学改革措施入手,完善水土保持生态文明建设人才培养的知识体系,提升水土保持生态文明建设人才培养的教学质量、能力水平及国际竞争力,培养新时期为水土保持生态文明建设服务的"厚基础,强能力,高素质"复合型一流人才。
[Objective] In the context of ecological civilization construction and the world's first-rate universities and first-rate discipline("double first-rate") construction in the new era, the talent training and teaching reform of soil and water conservation discipline were explored in order to improve the teaching quality of soil and water conservation discipline and to cultivate high-level talents who can serve the local ecological environment construction and social and economic development. [Methods] Taking Guizhou University as an example, we analyzed the tasks faced by the development of soil and water conservation discipline in the new era, and discussed issues such as the goal, requirements and teaching reforms of talent cultivation. [Results] A goal of "based on Guizhou Province, facing the southwest region of China, serving the construction of ecological civilization and striving for world's first-rate" was proposed. The specific requirements of talent cultivation at different levels of bachelors-masters-doctors were analyzed from three aspects including: ability, quality and knowledge. [Conclusion] In the new era, the discipline of soil and water conservation needs to start with teaching reform measures such as optimizing curriculum system, improving teaching methods, enriching practical links and paying attention to international talent cultivation, so as to improve the knowledge system, the teaching quality, ability level and international competitiveness of talent training for ecological civilization construction of soil and water conservation, and to cultivate the first-rate talents of "thick foundation, strong ability and high quality" to serve the construction of ecological civilization of soil and water conservation.
[Objective] In the context of ecological civilization construction and the world's first-rate universities and first-rate discipline("double first-rate") construction in the new era, the talent training and teaching reform of soil and water conservation discipline were explored in order to improve the teaching quality of soil and water conservation discipline and to cultivate high-level talents who can serve the local ecological environment construction and social and economic development. [Methods] Taking Guizhou University as an example, we analyzed the tasks faced by the development of soil and water conservation discipline in the new era, and discussed issues such as the goal, requirements and teaching reforms of talent cultivation. [Results] A goal of "based on Guizhou Province, facing the southwest region of China, serving the construction of ecological civilization and striving for world's first-rate" was proposed. The specific requirements of talent cultivation at different levels of bachelors-masters-doctors were analyzed from three aspects including: ability, quality and knowledge. [Conclusion] In the new era, the discipline of soil and water conservation needs to start with teaching reform measures such as optimizing curriculum system, improving teaching methods, enriching practical links and paying attention to international talent cultivation, so as to improve the knowledge system, the teaching quality, ability level and international competitiveness of talent training for ecological civilization construction of soil and water conservation, and to cultivate the first-rate talents of "thick foundation, strong ability and high quality" to serve the construction of ecological civilization of soil and water conservation.
引文
[1]中国水土保持学会.2016-2017水土保持与荒漠化防治学科发展报告[M].北京:中国科学技术出版社,2018.
[2]蒲朝勇.贯彻落实十九大精神做好新时代水土保持工作[J].中国水土保持,2017(12):1-6.
[3]孙保平.水土保持与荒漠化防治学科的研究与发展[J].中国林业教育,2001(1):25-27.
[4]刘增文,王进鑫,吴发启.水土保持与荒漠化防治专业“本-硕-博”分向人才培养模式的思考[J].中国林业教育,2012,30(3):29-31.
[5]吴发启,王健.水土保持与荒漠化防治专业课程体系的建立[J].水土保持通报,2006 26(4):56-59.
[6]郑江坤.围绕生态文明建设推进水土保持与荒漠化防治专业教学改革:以四川农业大学为例[J].中国林业教育,2016,34(3):30-34.
[7]罗永忠.水土保持与荒漠化防治专业教学改革的探讨[J].中国林业教育,2014,32(1):12-14.
[8]吴发启.水土保持学科教学体系构建的思考[J].中国水土保持科学,2006,4(1):5-9.
[9]余新晓.以科学发展观引领水土保持与荒漠化防治专业与学科建设[J].北京林业大学学报:社会科学版,2009(S2):95-98.
[10]史东梅,谌芸,龙太会.“土壤侵蚀原理”研究型教学方法[J].中国水土保持科学,2011,9(2):116-120.
[11]王云琦,王玉杰.水土保持与荒漠化防治专业创新性应用型人才培养的探讨[J].中国林业教育,2015,33(6):21-23.
[2]蒲朝勇.贯彻落实十九大精神做好新时代水土保持工作[J].中国水土保持,2017(12):1-6.
[3]孙保平.水土保持与荒漠化防治学科的研究与发展[J].中国林业教育,2001(1):25-27.
[4]刘增文,王进鑫,吴发启.水土保持与荒漠化防治专业“本-硕-博”分向人才培养模式的思考[J].中国林业教育,2012,30(3):29-31.
[5]吴发启,王健.水土保持与荒漠化防治专业课程体系的建立[J].水土保持通报,2006 26(4):56-59.
[6]郑江坤.围绕生态文明建设推进水土保持与荒漠化防治专业教学改革:以四川农业大学为例[J].中国林业教育,2016,34(3):30-34.
[7]罗永忠.水土保持与荒漠化防治专业教学改革的探讨[J].中国林业教育,2014,32(1):12-14.
[8]吴发启.水土保持学科教学体系构建的思考[J].中国水土保持科学,2006,4(1):5-9.
[9]余新晓.以科学发展观引领水土保持与荒漠化防治专业与学科建设[J].北京林业大学学报:社会科学版,2009(S2):95-98.
[10]史东梅,谌芸,龙太会.“土壤侵蚀原理”研究型教学方法[J].中国水土保持科学,2011,9(2):116-120.
[11]王云琦,王玉杰.水土保持与荒漠化防治专业创新性应用型人才培养的探讨[J].中国林业教育,2015,33(6):21-23.