基于OBE和PBL理念的教学科研耕读教育模式构建——以山西农业大学农学类专业为例  

Construction of Teaching,Research and Farming-Reading Education Model Based on OBE and PBL Concepts:Taking Agriculture Major of Shanxi Agricultural University as an Example

作　　者：杨珍平[1] 薛建福[1] 任爱霞[1] 高志强[1] YANG Zhen-ping;XUE Jian-fu;REN Ai-xia;GAO Zhi-qiang(College of Agriculture,Shanxi Agricultural University,Taiyuan,Shanxi 030031,China)

机构地区：[1]山西农业大学农学院,山西太原030031

出　　处：《教育教学论坛》2022年第46期33-36,共4页Education And Teaching Forum

基　　金：2017年度山西省高等学校教学改革创新项目“农学类专业植物学课程群教学科研一体化建设探索与实践”(J2017029);2015年度国家科技支撑计划项目(2015BAD23B04-2);2022年度山西省高等学校教学改革创新项目“新农科背景下‘二三一’模式在农学专业科研训练中的应用”(J20220307)。

摘　　要：教学科研一体化耕读教育人才培养模式是涉农高校课程教学改革的一种有效途径,也是深度融合课程思政的一种价值范式,即知识传授、能力塑造、素质培养与价值引领的统一。山西农业大学农学类专业响应新农科新使命及学校“立德树人、强农兴农”办学理念,聚焦“以生为本”核心,提出基于OBE和PBL理念的“224”三段式教学科研一体化耕读教育模式,即激发科研兴趣(2学期)、加深培养科研兴趣(2学期)、落实完成科研选题(4学期)。该模式的实施取得了良好的育人成效。The teaching and research integration farming-reading education model is an effective way to the reform of course teaching in agricultural colleges and universities,and also a value paradigm of deeply integrating ideological and political education into curriculum system.That is the unity of knowledge imparting,ability shaping,quality training,and value guidance.In response to the new mission of the new agricultural science and the school’s philosophy of“Enhance Morality,Foster Talents,strengthening agriculture and revitalizing agriculture”,Shanxi Agricultural University has focused on the core of“student-centered”and proposed a“224”three-stage teaching and research integrated farming and reading education model based on OBE and PBL concepts,that is,to stimulate interest in scientific research(2 semesters),deepen interest in scientific research(2 semesters),and implement and complete scientific research topics(4 semesters).By the implementation of this model,good educational results have been achieved.

关 键 词：OBE PBL 教学科研一体化 耕读教育 

分 类 号：G642.0[文化科学—高等教育学]