PBL理念下“海洋植物学”课程教学改革例析  

An example analysis of the teaching reform of Marine Botany under the PBL concept

作　　者：廖宏泽 申乃坤 高乞 周浩 LIAO Hongze;SHEN Naikun;GAO Qi;ZHOU Hao(School of Marine Sciences and Biotechnology,Guangxi Minzu University,Nanning 530008,GuangXi China)

机构地区：[1]广西民族大学海洋与生物技术学院,广西南宁530008

出　　处：《黑龙江水产》2025年第1期72-75,共4页Northern Chinese Fisheries

基　　金：广西民族大学2023年校级高等教育教学改革工程项目“基于PBL模式的《海洋植物学》教学改革研究与实践”;广西重点研发计划项目(桂科AB23026057);2023年度广西高等教育本科教学改革工程项目(2023JGA165)。

摘　　要：文章以PBL理念问题导向教学模式(problem-based learning,PBL)为指导,基于“海洋植物学”课程的教学过程中长期存在着学生学习热情不高、专业知识储备不均衡、学生专业定位不清晰等普遍问题。结合具体教学课例《红树林代表植物——互花米草(Spartina alterniflora)》阐释了问题导学与混合式相结合的教学模式设计和实践,以激发学生的学习兴趣,培养自主探究和科研创新的能力,增强专业认知度和职业规划意识,充分提升该课程的教学质量。This paper takes PBL concept problem-based learning(PBL) as the guidance,based on the “Marine botany” course teaching process for a long time,there are students' learning enthusiasm is not high,professional knowledge reserves are not balanced,students' professional positioning is not clear and other common problems.Combined with the specific teaching example “Spartina alterniflora,the representative plant of mangrove”,the design and practice of the teaching model combining problem guidance and mixed mode are explained,so as to stimulate students' learning interest,cultivate their ability of independent exploration and scientific research innovation,and improve their professional awareness and career planning consciousness.Fully improve the teaching quality of this course.

关 键 词：海洋植物学 PBL理念 课程思政 教学改革 

分 类 号：G642.0[文化科学—高等教育学]