“六结合三补充”教学方法在农业推广学教学中的探索与实践  

作　　者：谢军红[1] 李玲玲[1] 柴强[1] 殷文[1] 陈桂平[1] 王林林 孟浩峰 

机构地区：[1]甘肃农业大学农学院,兰州730070

出　　处：《高教学刊》2022年第34期117-120,共4页Journal of Higher Education

基　　金：甘肃省教学成果培育项目“基于内涵式发展的作物学研究生培养质量提升策略研究”(甘教高函〔2021〕16号)、“农学一流本科专业‘本硕一体化’人才培养模式构建”(甘农大教发〔2022〕18号);甘肃农业大学教学研究项目“农学专业课程思政示范专业、农业推广学课程思政示范课程”(甘农大教发〔2021〕52号);甘肃农业大学研究生重点课程“《农作系统综合评价》”(甘农大研发〔2020〕13号)。

摘　　要：针对农学专业人才培养存在理论与实践联系不紧密、毕业生对“三农”问题认知不足及基层工作能力欠缺等现实问题。以甘肃农业大学农学专业农业推广学课程的教研教改为例,探索性地提出“六结合”(课程思政与能力培养相结合、教研教改与实践能力提升相结合、教材融合与教学方法改进相结合、科研与教学相结合、项目引导式教学与任务驱动式教学相结合、线上教学与线下教学相结合)和“三补充”(情景模拟补充“田间学校”及社会交流、第二课堂补充第一课堂和过程性考核补充课程成绩考核)的教学方法,以期改进课程教学模式,提高教学和人才培养质量。In view of the practical problems in the cultivation of agricultural professionals,such as the loose connection between theory and practice,graduates'shortage of cognition about"three rural issues"and lack of grass-roots work ability,etc.Taking the teaching research and reform of agricultural extension course in agronomy major of Gansu Agricultural University as an example,the paper exploratively proposed the"six combinations"(the ideological and political education in all courses is combined with ability training,teaching research and reform are combined with promotion of practical ability,integration of teaching materials are combined with improvement of teaching methods,scientific research is combined with teaching,project-guided teaching is combined with task driven teaching,online teaching is combined with offline teaching)and"three supplements"(scenario simulation supplements the"field school"and social communication,the second classroom supplements the first classroom and the process assessment supplements the course achievement assessment)teaching methods,in order to improve the teaching mode of courses,the quality of teaching and talent training.

关 键 词：农业推广学 教学方法 农学 培养质量 六结合三补充 

分 类 号：G642[文化科学—高等教育学]