“污染环境生物修复”课程“工程环形”教学模式探索  

Exploration of the“Engineering Ring”Teaching Mode for the Course of Bio-remediation of Polluted Environment

作　　者：赵建伟[1] 蔡建波[1] 万小琼[1] 胡金龙 ZHAO Jian-wei;CAI Jian-bo;WAN Xiao-qiong;HU Jin-long(College of Resources and Environment,Huazhong Agricultural University,Wuhan,Hubei 430070,China)

机构地区：[1]华中农业大学资源与环境学院,湖北武汉430070

出　　处：《教育教学论坛》2022年第24期79-82,共4页Education And Teaching Forum

基　　金：2020年度湖北省教育厅高等学校省级教学研究项目“乡村振兴战略下新工科+新农科交叉融合的环境工程类一流人才培养的探索与实践”(2020253);2021年度华中农业大学第三批专创融合示范课程“环境生态工程”(ZC202101)。

摘　　要：针对“污染环境生物修复”课程学习过程中学生工程感性认知不足、学习自主性不强、实际应用能力欠缺等状况,反思传统教学过程中存在的教学与实际工程脱节、重知识传递轻工程应用等问题。从学生需求和社会需要出发,创建“工程环形”教学模式,在课堂教学前实施专业实习,使学生对修复工程有直观认识,继而在课堂中学习修复理论、修复技术和工程案例,随后设定污染场景进行修复设计,最后在工程现场就设计进行对比检验,从而完成环形教学过程。教学实践表明,“工程环形”教学模式能够有效解决教学中的难点问题,可显著提高学生的积极性和教学效果。In view of the students’lack of engineering perceptual cognition,poor learning motivation,and lack of practical application ability in the process of learning the course of Bio-remediation of Polluted Environment,we reflected on the disconnection between teaching and practical engineering,as well as the problems of attaching importance to knowledge transfer but neglecting engineering application in the traditional teaching process.Starting from the needs of students and society,we created the“engineering ring”teaching model.Professional practice is arranged before classroom teaching in the model,so that students can have an intuitive understanding of restoration engineering.Then students learn the restoration theories,the restoration technologies and the engineering cases in the classroom.Thereafter restoration design is carried out according to the simulated pollution scenarios.Students finally conduct a comparative test on the design at the engineering site,thus completing the circular teaching process.Teaching practice shows that this teaching mode can effectively solve the difficult problems in teaching,and can significantly improve the students’enthusiasm and teaching effect.

关 键 词：污染环境生物修复 教学模式 课程改革 

分 类 号：G642.0[文化科学—高等教育学]