学分制下农科专业实践教学改革探析  

Discussion on practical teaching reformation of agronomy specialty in credit system

作　　者：陈晓琳[1] 李寅甲[1] 王春潮[1] 刘薇[1] 

机构地区：[1]华中农业大学教务处,湖北武汉430079

出　　处：《实验技术与管理》2011年第5期160-162,172,共4页Experimental Technology and Management

基　　金：湖北省重点教学研究项目"农科高素质创新人才培养模式研究与实践"(2009138)

摘　　要：农科专业实践教学模式已成为制约农林高校学分制改革的瓶颈之一,其依附性使其地位弱化,分散性使其效率低下,刚性限制了学生自由。推进农林高校学分制改革,必须以提高学生实践创新能力为目标,坚持独立性与系统性,重构实践教学体系,突出规范化与个性化,实施多元化实践育人模式,加强集成与共享,搭建平台,化解实践教学与理论教学管理运行之间的矛盾。The current mode of practical teaching in agronomy specialty has become an obstacle of credit system＇s reformation in agriculture universities.More and more defects are exposed because of some of its inherent features.For example,the dependence of practical teaching weakens its status,the dispersion leads to its inefficiency and the rigidity restricts students＇ alternative.In order to reach the key objective to improve the students＇ ability of practice and innovation,practical teaching system should be reconstructed independently.Moreover,the diversity mode of practical teaching should not only show its personality but also highlight its standardization.And the integration and sharing should be strengthened,and the platform to resolve contradiction of management operation between practical teaching and theoretical teaching should be built.

关 键 词：农科专业 实践教学 学分制 

分 类 号：G642.0[文化科学—高等教育学]