基于“三线四轨”的“植物生理学”课程教学改革探索  

Exploration of Teaching Reform in PlantExploration of Teaching Reform in Plant Physiology Based on the“Three Lines and Four Tracks”Model

作　　者：袁红梅 陈银华[1,2] 聂立孝 汤华[1,2] YUAN Hong-mei;CHEN Yin-hua;NIE Li-xiao;TANG Hua(School of Tropical Agriculture and Forestry,Hainan University,Haikou,Hainan 570228,China;School of Breeding and Multiplication,Hainan University,Haikou,Hainan 570228,China)

机构地区：[1]海南大学热带农林学院,海南海口570228 [2]海南大学三亚南繁研究院,海南海口570228

出　　处：《教育教学论坛》2025年第11期61-64,共4页Education And Teaching Forum

基　　金：2022年度海南省高等学校教育教学改革研究项目“新农科背景下基于‘三线四轨’的《植物生理学》课程教学改革探索与实践”(Hnjg2022-24);2022年度海南省高等学校教育教学改革研究项目“产学研结合的生物技术人才培养模式研究”(hnjg2022ZD-3);2022年度海南大学教育教学改革研究项目“新农科背景下基于‘三线四轨’的《植物生理学》课程教学改革探索与实践”(hdjy2221)。

摘　　要：为了激发学生的学习兴趣,提高学生处理农业生产实践问题的能力和创新能力,针对“植物生理学”课程教学的痛点,通过更新教学内容、优化教学设计、强化课程思政、改革评价体系,探索形成了“三线四轨五融合”的教学创新路径。该教学创新途径将“LBL-CBL-PBL-RBL”四轨联动教学模式融入问题引导线、学习探究线、评价反馈线三条教学主线中,以推动课程质量和学生学习效果的持续提升,积极探索农业人才培养的创新思路。In order to stimulate students’interest in learning and enhance their ability to address practical agricultural production problems and foster innovation,this study addresses the key challenges in teaching plant physiology.Through updating the teaching content,optimizing instructional design,strengthening curriculum ideology and politics,and reforming the evaluation system,a“Three Lines and Four Tracks”teaching innovation pathway has been explored.This approach integrates the LBL-CBL-PBL-RBL(Lecture-based Learning,Case-based Learning,Problem-based Learning,and Research-based Learning)four-track interactive teaching model into the three main teaching lines:the“Problem Guidance Line,”“Learning Inquiry Line,”and“Evaluation Feedback Line.”The goal is to continuously improve the quality of the course and the effectiveness of student learning,providing valuable insights for the innovation of agricultural talent development.

关 键 词：植物生理学 教学改革 教学模式 “LBL-CBL-PBL-RBL”教学模式 

分 类 号：G642.0[文化科学—高等教育学]