构建地方师范类高校“先实践、后理论”植物分类学教学模式的研究——以天津师范大学为例  

Research on Constructing the Plant Taxonomy Teaching Model of “Practice First, Theory Later” in Local Normal Universities——Taking Tianjin Normal University as an Example

作　　者：满良[1] 刘鹏 邹金华[1] 刘祥君[1] MAN Liang;LIU Peng;ZOU Jin-hua(College of Life Sciences, Tianjin Normal University, Tianjin 300387)

机构地区：[1]天津师范大学生命科学学院

出　　处：《安徽农业科学》2019年第20期272-274,277,共4页Journal of Anhui Agricultural Sciences

基　　金：天津师范大学教学改革项目(JGYB01217044)

摘　　要：基于植物分类学极强的实践性特点,以通过学生亲自动手实践达到提高学生主动学习能力为目的,在“打破系统性,跟着物候节律”的教学理念的指导下,提出了“先实践、后理论”的教学模式。在这个教学模式下,以小组形式开展观察、解剖、讲解、查阅文献和撰写报告等环节的基础上,进行评价考核。评价考核主要以小组成员间的互评为主。实践证明,84%的学生认为该教学模式为“好”。该模式能有效激发学生学习兴趣、能主动解剖观察和查阅资料学习,增强对理论知识的感性认识和理解能力,从而助于培养学生提出问题、解决问题的能力。According to the distinct practical characteristics of plant taxonomy, we put forward the teaching mode of “observation first, theory later” in order to improve the students’ self-study ability through hands-on practice. Under the guidance of the teaching concept of “breaking the system and following the phenological rhythm”, the evaluation and assessment are carried out following observation, anatomy, explanation, literature review and report writing in group. The assessments are mainly based on mutual evaluation among team members. Practice has proved that 84% of students think the teaching mode is “good”. This model can effectively stimulate students’ interest to learn, actively dissect, observe and consult data, enhance their perceptual knowledge and understanding ability of theoretical knowledge, thus helping to cultivate students' ability to ask and solve problems.

关 键 词：“先实践、后理论”模式 物候节律 自主学习能力 植物分类学 

分 类 号：S-01[农业科学]