融合虚拟仿真实验技术的作物栽培学教学新模式探讨  

Discussion on the New Teaching Model of Crop Cultivation Based on Virtual Simulation Experiment Technology

作　　者：朱新开[1] 朱敏 刘涛[1] 丁锦峰[1] ZHU Xinkai;ZHU Min;LIU Tao;DING Jinfeng(Agricultural College of Yangzhou University,Yangzhou Jiangsu,225009,China)

机构地区：[1]扬州大学农学院,江苏扬州225009

出　　处：《创新创业理论研究与实践》2023年第11期143-148,共6页The Theory and Practice of Innovation and Enterpreneurship

基　　金：扬州大学卓越本科课程建设工程(2022ZYKCA-11);扬州大学虚拟仿真实验教学项目(Xnfzzd202007、YZDXXNFZ202208)

摘　　要：虚拟仿真教学作为一种新型的教学手段已在不同课程中开始应用。该文以作物栽培学为例,探讨了现阶段作物栽培学信息化教学中的制约因素,从作物生长的时空限制性、学生学习的时效性、教学方式的多样性、实验教学的安全性等方面明确了整合虚拟仿真实验教学的作物栽培学教学体系的优势。在此基础上,提出了融合虚拟仿真实验技术的作物栽培学教学体系深度建设的对策,认为虚拟仿真教学安排要适度,内容设计要体现农科专业特色与整体协同,系统更新要紧跟新农科建设要求,师资配备要体现多学科融合,评估管理要有新评价指标。Virtual simulation teaching has been applied in different courses as a new teaching method.The constraints in the current crop cultivation information teaching was discussed in this paper.The advantages of the crop cultivation teaching system integrating virtual simulation teaching were clarified,from the aspects of the time and space constraints of crop growth,the timeliness of student learning,the diversity of teaching methods,and the safety of experimental teaching.On this basis,the countermeasures for the in-depth construction of crop cultivation teaching system integrating virtual simulation experiment teaching were suggested.It was believed that the arrangements of virtual simulation teaching should be appropriate,the content design could reflect the characteristics of agricultural specialty and the overall coordination,while the system update closely follows the requirements of new agricultural construction,the teacher allocation should reflect the integration of multiple disciplines,new evaluation indicators are required in the evaluation management.

关 键 词：作物栽培学 虚拟仿真 教学模式 新农科 融合 探讨 

分 类 号：G642[文化科学—高等教育学]