基于以能力为本位的植物学教学改革与实践  

Teaching reform and practice on ability as standard in botany

作　　者：左经会 杨再超 向红 廖雯 谢斐 ZUO Jing-hui;YANG Zai-chao;XIANG Hong;LIAO Wen;XIE Fei(School of Biological Sciences and Technology,Liupanshui Normal University,Liupanshui 553004,China)

机构地区：[1]六盘水师范学院生物科学与技术学院

出　　处：《生物学杂志》2020年第1期127-129,共3页Journal of Biology

基　　金：2015年贵州省本科教学工程项目“植物学教学改革探索与实践研究”(黔教高发〔2015〕3367号);贵州省植物学重点支持学科(黔学位合字ZDXK〔2014〕24号);六盘水师范学院植物学教学团队建设项目(LPSSYjxtd201101)

摘　　要：在对国内本科院校植物学课程设置、教学现状进行分析的基础上,以先进的教育思想、教学理论和教学模式为引领,通过现代教育技术与植物学课程的有机整合,根据“主导-主体”教学模式的理论,形成了“引导观察-讨论-提炼归纳”的植物学课堂教学模式和“认识性+研究性的‘主导-主体’”植物学野外实习教学模式。实践结果表明,通过改革实现教师教学行为和学生学习方式的转变,在强化学生专业基本技能的同时,培养了学生敏锐的观察能力、独立分析能力、发现问题和解决问题的能力以及合作精神。On the basis of analyzing the curriculum and teaching status of Botany in domestic university and the theory of"leading-main body"teaching mode,advanced education thought,teaching theory and teaching mode were introduced by using the organic integration of modern education technology and botany course,which formed botany class teaching mode of the"direct observation-discussion-extraction generalization"and botany field practice teaching mode of the epistemic and investigative"leading-main body".The practice results showed that the teachers′teaching behavior and the students′learning mode were transformed through reform.Student basic professional skills were strengthened,meanwhile,keen observation ability,independent analysis ability,finding and solving problem ability and cooperative spirit were cultivated.

关 键 词：“主导-主体”教学模式 能力本位 植物学教学改革 

分 类 号：G642[文化科学—高等教育学]