基于超星学习通平台的生态学课程混合式教学设计  

Blended teaching design for Ecology courses based on Chaoxing Learning platform

作　　者：朱利霞 常云霞 胡春红 ZHU Lixia;CHANG Yunxia;HU Chunhong(College of Life Science and Agronomy,Zhoukou Normal University,Zhoukou 466001,China)

机构地区：[1]周口师范学院生命科学与农学学院,河南周口466001

出　　处：《安徽农学通报》2025年第4期123-127,共5页Anhui Agricultural Science Bulletin

基　　金：河南省高等教育教学改革研究与实践项目(2024SJGLX0168);河南省教师教育课程改革研究项目(2023-JSJYZD-029);周口师范学院教育教学改革项目(J2022035)。

摘　　要：为提高学生学习兴趣和主观能动性,基于超星学习通平台,从明确教学目标、组建教学团队、挖掘线上资源、创新教学方法、优化教学过程、融入思政元素以及强化过程性评价7个方面对生态学课程混合式教学思路进行设计与实践。具体来说,课程教学目标为学生掌握物种多样性的基本概念、针对不同的保护物种提出相应的保护措施及预案等。组建具有生态学、环境科学和植物学等不同学科背景的教师团队,以支撑课程教学。挖掘优秀纪录片、慕课资源等,将植物科学前沿、农业科学微平台等推送至学生。创新提问法、启发法和讨论法等教学方法,加深学生对物种多样性理论知识的掌握。优化教学过程,开展“课前导学、课中助学和课后促学”的混合式教学实践。组织学生游览植物园、野生动物园等地,融入水体富营养化等思政教学元素。强化过程性评价,将考核环节细化为课堂表现(20%)、网络测验(10%)、读书报告(10%)、科普视频制作(10%)和期末考试(50%)5个部分。实践结果表明,该教学模式可以提升学生的学习积极性,学生在参与科研的过程中取得了一定成果,在学科竞赛和项目申报方面均获得一定成效,为生态学课程教学质量提升提供参考。To enhance students' interest and subjective initiative in learning,based on the Chaoxing Learning platform,a blended teaching approach for Ecology course was designed and implemented from 7 aspects:clarifying teaching objectives,forming teaching teams,exploring online resources,innovating teaching methods,optimizing teaching processes,integrating ideological and political elements,and strengthening process evaluation.Specifically,the clear teaching objectives of the course were to enable students to master the basic concepts of species diversity,propose corresponding protection measures and contingency plans for different protected species,etc.Established a team of teachers from different disciplinary backgrounds,such as Ecology,Environmental Science,Botany,etc.,to support curriculum teaching.Explored excellent documentary and MOOC resources,and promoted cutting-edge plant science and agricultural science micro platforms to students.Innovatived teaching methods such as questioning,inspiration,and discussion could deepen students' understanding of species diversity theory.Optimized the teaching process and carried out a blended learning practice of “pre-class guidance,in-class assistance,and post-class learning promotion”.Organized students to visit botanical gardens,wildlife parks,and other places,incorporating ideological and political education elements such as eutrophication of water bodies.Strengthened process evaluation and refine the assessment process into 5 parts:classroom performance(20%),online quizzes(10%),book reports(10%),science popularization video production(10%),and final exams(50%).The practical results showed that this teaching model could enhance students' learning enthusiasm,and students had achieved certain results in participating in scientific research,as well as in subject competitions and project applications.It can provide references for improving the quality of Ecology teaching.

关 键 词：生态学 混合式教学 物种多样性 植物 

分 类 号：G642[文化科学—高等教育学] S181[文化科学—教育学]