“五位一体”植物学课程教学改革与实践  

作　　者：黄文娟[1] 刘艳萍 张玲[1] 梁爱华 李海文 韩占江[1] 

机构地区：[1]塔里木大学,新疆阿拉尔843300

出　　处：《高教学刊》2024年第29期140-143,共4页Journal of Higher Education

基　　金：新疆生产建设兵团一流本科课程建设项目“植物学”(22000034114);新疆生产建设兵团一流本科专业建设项目“应用生物科学”(22000032722)。

摘　　要：植物学作为生物类和植物生产类本科专业必修的专业基础课,是学习后续相关课程及从事植物研究、开发和利用的基础。该课程教学改革以问题为导向,在深入剖析课程教学各环节所存在的痛点和重点问题基础上,聚焦立德树人根本任务,突出学生主体地位,并结合学校办学定位和人才培养目标,提出“重构教学目标,提质教学内容,革新教学手段,改进教学方法,完善教学评价”的“五位一体”植物学课程教学改革思路,并在教学过程中加以应用和实践,以期全面解决课程教学过程中所遇到的问题,提升课程的教学效果和育人质量。实践结果显示,课程改革取得良好的教学效果,具有较大的推广应用价值。As a required basic undergraduate course in biology and plant production,Botany is the basis for learning subsequent related courses and engaging in plant research,development and utilization.This course teaching reform takes problems as the orientation.In the course teaching of the pain points and the key problems,we focus on strengthening moral education and cultivate people as the fundamental task,highlight the students main body status.Combined with the school orientation and talent training target,we put forward the"reconstruction teaching objectives,quality teaching content,innovation teaching means,improve teaching methods,improve the teaching evaluation"of the"five in one"Botany course teaching reform,and application and practice in the teaching process,in order to comprehensively solve the problems encountered in the process of course teaching,improve the course teaching effect and education quality.The practice results show that the curriculum reform has achieved good teaching effect and has great value of promotion and application.

关 键 词：植物学 教学改革 过程性评价 信息化 五位一体 

分 类 号：G641[文化科学—高等教育学]