高等院校课程群的内涵、特性与构建研究--以作物栽培学课程群建设为例  

Discussion on Crop Cultivation Based on Curriculum Group Construction in Higher Agricultural Colleges

作　　者：陈兵林[1] 郝佩佩[2] 黄骥[1] Chert Binglin Hao Peipei Huang Ji(Nanjing Agricultural University（Nanjing210095)

机构地区：[1]南京农业大学农学院江苏省现代作物生产协同创新中心 [2]南京农业大学农学院

出　　处：《当代教育论坛》2017年第3期108-114,共7页forum on contemporary education

基　　金：2015年江苏省高等教育教改重点项目“拔尖创新卓越农科人才培养模式的改革与实践”(编号:2015JSJG025);2015年南京农业大学院级教改项目“基于作物栽培学课程群建设的《作物栽培学总论》教学改革探讨”(编号:2015YJ07T)的阶段性研究成果

摘　　要：作物栽培学是高等农业院校农学专业的核心课程,在我国农业生产中有着重要的地位。近年来,随着我国高校教育体制改革的逐渐深入和信息化教育的飞速发展,传统作物栽培学课程间的整体衔接性差、交叉重复性多等教学弊端逐渐暴露出来,影响了教学质量。课程群建设是我国高校课程体系和内容改革发展下的产物,在课程体系的构建、培养模式的制定和教学内容方法选择等方面建立和形成了具有中国特色的社会主义高等教育,对"知识、能力、素质"三位一体的人才培养起着积极的推动作用。本文以课程群建设背景、特性及作物栽培学课程群设置现状为切入点,探讨分析作物栽培学课程群建设,以供参考。College curriculum crop cultivation has its role in crop production status, but also higher agricultural agronomy professional required courses. With the rapid development and the reform of the educational system of educational information, and gradually exposed the drawbacks of poor convergence and cross-repetition in each course. Curriculum construction and reform is a product of the system of colleges and universities under the curriculum development, based on the realization of curriculum, teaching content, teaching methods with Chinese characteristics education, to the training model of trinity of knowledge, capability and quality based on teaching quality personnel plays an active and positive role in promoting. This article places curriculum group construction background, characteristics and crop cultivation curriculum status quo as a starting point to explore the crop cultivation based on curriculum construction for reference.

关 键 词：作物栽培学 课程群 建设 教学改革 

分 类 号：G642.3[文化科学—高等教育学]