现象教学法在我国高校教学改革中的探索与思考——以《作物栽培学》为例  

The Exploration and Reflection of Phenomenon Method in the Teaching Reform of Universities in China: A Case Study of Crop Cultivation

作　　者：景立权 朱新开[1] Jing Liquan;Zhu Xinkai(Jiangsu Key Laboratory of Crop Genetics and Physiology/Jiangsu Key Laboratory of Crop Cultivation and Physiology/Jiangsu Co-Innovation Center for Modern Production Technology of Grain Crops,Agricultural College of Yangzhou University,Yangzhou 225009,China)

机构地区：[1]江苏省作物遗传生理重点实验室/江苏省作物栽培生理重点实验室/江苏省粮食作物现代产业技术协同创新中心,扬州大学农学院,江苏扬州225009

出　　处：《广东化工》2020年第24期189-190,174,共3页Guangdong Chemical Industry

基　　金：扬州大学虚拟仿真教学项目(xnfzzd202007)和扬州大学优秀教学团队资助。

摘　　要：现象教学法诞生于教育强国芬兰,优异的教学效果受到了全世界的广泛关注。此模式是否适合我国?本文从经济、文化和社会等方面对比了两国的差异,系统分析了其在我国的可行性,认为其首先适合在高等院校实践性较强的学科上推广。本文又以其在《作物栽培学》上的实践为例,总结了适合本课程的教学新模式,教学效果得到了显著提升。Phenomenon method was born in Finland, a powerful nation in education. Its excellent teaching results have attracted worldwide attentions. Is the phenomenon method suitable for China? This paper compared the differences between the two countries in terms of economy, culture and society. The feasibility of phenomenon in China was analyzed systematically. Then, we suggested that the phenomenon method should be popularized firstly in the disciplines with strong practicality in universities. Taking the practice of phenomenon method in crop cultivation as an example, this paper summarized a new teaching mode. As a result, the teaching effect was significantly improved.

关 键 词：现象教学法 教学新模式 作物栽培学 

分 类 号：G4[文化科学—教育学]