基于Kolb学习循环与过程评价理念的生态学专业本科生课程教学改革  

Teaching Reform of Undergraduate Courses in Ecology Specialty Based on Kolb Learning Cycle and Process Evaluation

作　　者：徐丹丹 栾兆擎[1,2] 张乐英 吴永波 XU Dandan;LUAN Zhaoqing;ZHANG Leying

机构地区：[1]南京林业大学生物与环境学院,南京210037 [2]南京林业大学南方现代林业协同创新中心,南京210037

出　　处：《高教学刊》2023年第8期16-18,22,共4页Journal of Higher Education

基　　金：2021年江苏省高等教育学会-江苏省高等教育教学改革研究课题一般课题“多学科交叉融合的农林高校生物科学拔尖学生培养模式研究”(2021JSJG249);2020年南京林业大学-南京林业大学“教学成果培育工程”二期项目“以形成性评价代替终结性评价激励学生主动学习的教学模式的探讨”([2020]1-19);2020年南京林业大学高等教育研究课题“多元化过程评价在本科教学中的应用”([2020]2-45)。

摘　　要：针对生态专业本科教学中突出的问题,在教学改革过程中采取过程考核与Kolb学习模式相结合的教学理念,专注于加强知识的应用性,促进学习反思,增加挑战度,提高实践和创新能力,激励学生主动学习,培养学生终生学习的习惯,实现课程的知识、能力和价值目标。教学改革的模式,即多样的课堂教学实践活动和多元化的课程评价体系,针对的是生态专业本科课程中普遍存在的问题,有专业特点,但不存在课程的限制,可在生态专业本科生课程中推广。In view of the outstanding issues in the undergraduate teaching of ecology major,the teaching concept of combining process assessment and Kolb learning cycle were adopted in the process of teaching reform,focusing on strengthening the application of knowledge,promoting learning reflection,increasing challenge,improving the ability of practice and innovation,motivating students to learn actively,cultivating students’lifelong learning habits,and realizing the knowledge,ability and value goals of the course.The model of teaching reform developed in this study,that is,diverse classroom practice activities and a diversified course evaluation system,has high potential to be promoted in other undergraduate courses of ecology major,because it focuses on the common problems of the undergraduate courses of ecology major with no course restrictions.

关 键 词：Kolb学习循环圈 过程评价 教学评一致性理念 主动学习 生态专业 

分 类 号：G642[文化科学—高等教育学]