PTA量表在普通植物病理学课程中的应用  

Application of PTA scale in the course of General Plant Pathology

作　　者：李迎宾 张治萍 朱书生[1] 李健强 刘屹湘[1] LI Yingbin;ZHANG Zhiping;ZHU Shusheng;LI Jianqiang;LIU Yixiang(College of Plant Protection,Yunnan Agricultural University,Kunming 650201,China;College of Landscape and Horticulture,Yunnan Agricultural University,Kunming 650201,China;College of Plant Protection,China Agricultural University,Beijing 100193,China)

机构地区：[1]云南农业大学植物保护学院,云南昆明650201 [2]云南农业大学园林园艺学院,云南昆明650201 [3]中国农业大学植物保护学院,北京100193

出　　处：《安徽农学通报》2024年第3期123-127,共5页Anhui Agricultural Science Bulletin

基　　金：云南省政府专家工作站项目(202105AF150046);云南省高层次人才培养计划青年拔尖人才项目(YNWR-QNBJ-2020-285)。

摘　　要：随着教学改革的不断深入,课程建设越来越重视对教学效果、教学过程的评价。本文以普通植物病理学课程为例,探讨教学主导(教师)和学习主体(学生)互动过程从单一的“课堂讲授”转变为“50%课堂讲授+25%自主学习+25%讨论学习”模式,建立一套科学的评价方法对学生的学习过程进行评价。课程教学小组建立了一套基于PTA量表的评价方式并组织实施,教学改革实践表明,2021年共计134名与2016—2020年1 099名学生的普通植物病理学考核成绩相比,本模式能较好地评价学生的学习过程,对提升学生成绩起到积极效果。With the continuous deepening of teaching reform,curriculum construction was increasingly emphasizing the evaluation of teaching effectiveness and teaching process.This article took the General Plant Pathology course as an example to explore the transformation of the interaction process between the teaching leader(teacher)and the learning subject(student)from a single“classroom teaching”to a“50%classroom teaching+25%self-directed learning+25%discussion learning”model,and to establish a scientific evaluation method to evaluate the learning process of students.The course teaching group had established and pot into effect an evaluation method based on the PTA scale.Teaching reform practice had showed that compared with the ordinary plant pathology assessment scores a total of 134 in 2021 and 1099 students from 2016 to 2020,this model could better evaluate the learning process of students and had a positive effect on improving academic performance.

关 键 词：普通植物病理学 自主学习 讨论学习 过程评价 

分 类 号：S432[农业科学—植物病理学]