通过观念碰撞实现教育目标——以《动物产品学总论》课程改革为例  

Achieving Educational Goals through Mentality Conflicts in the Course of Introduction to Wildlife Products

作　　者：杨淑慧[1] 华彦[1] 刘微[1] 

机构地区：[1]东北林业大学,哈尔滨150040

出　　处：《四川动物》2016年第4期622-625,共4页Sichuan Journal of Zoology

基　　金：东北林业大学重点课程基金项目

摘　　要：调查表明,野生动物科学相关专业的大学生对保护和利用的关系持3种观念:一是保护和利用并举的可持续发展观念,二是绝对保护的观念,三是动物福利至上的观念。不同观念对大学生专业课的学习产生不同的影响。课堂教学活动应在大学生观念的形成方面发挥作用。以《动物产品学总论》为依托,将其设计成一个内容多样、兼容并包、鼓励思辨的课程,通过课堂讨论、学术论坛等多种方式,提高课堂吸引力,促进学生主动学习。不仅有效提高了教学效果,提高了学生科学思辨能力,而且为学生职业生涯的多元化选择提供了更多可能。Previous study showed that college students of wildlife sciences had three different mentalities on the relationship between wildlife conservation and utilization： firstly,beneficial conservation with sustainable use; secondly,absolute conservation; and thirdly,animal welfare centralism. These mentalities have different impacts on the study of professional courses. Course teaching should affect the formation of students＇ mentality. In order to achieve this goal,Introduction to Wildlife Products was redesigned to become all-embracing of mentalities,full of diversity of knowledge and speculative thinking. Multiple measures including classroom discussion and academic forum were adopted to promote routine teaching activities and its attractiveness to students for further active study. Consequently,it was found that these measures can not only improve learning effect and speculative thinking ability of students,but also provide additional possibilities for their multiple career planning.

关 键 词：课程改革 观念碰撞 包容 动物产品学总论 

分 类 号：Q95-4[生物学—动物学] G642.3[文化科学—高等教育学]