复合型人才培养模式下《环境生物学》课程教学改革与实践
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摘要
复合型专业人才培养是我国高等院校的一项迫切任务,这对目前大学环境科学专业的人才培养模式及成效提出了更高的要求。在此背景下,以环境科学专业《环境生物学》课程为例,结合该课程的基本特点及本科教学存在的普遍问题,确定复合型人才培养模式下课程的教学改革思路与目标。通过对课程教学内容的优化整合,并在教学过程中采用主动实践、分组讨论、实验与实践相结合等多元化教学方法,实现课程理论与教学实践的有机结合,并构建"辨识-调查-实验-展示-报告"的考核体系,充分发挥学生自主学习、自主讨论、自主研究的能力。构建的多元化实践教学新模式将提升教学水平,有利于提高学生的综合能力。
It is an urgent task for colleges and universities in China to cultivate compound talents, which puts forward higher requirements for the current talent training mode and efficiency of environmental science major. In this context, taking the environmental biology course "Environmental Biology" as an example, the teaching reform ideas and objectives of the course under the mode of compound talents cultivation were determined combining with the basic characteristics of the course and the common problems existing in undergraduate teaching. The combination of curriculum theory and teaching practice was realized through the optimization and integration of curriculum teaching content, and using the different teaching methods(e.g. active practice, group discussion, the combination of experiment and practice) in the teaching process. Moreover, the assessment system of "identification-investigation-experiment-display-report" was also built to give full play to the students' ability of autonomous learning, discussion, and science research. The new mode of diversified practice teaching will improve the teaching level and help to improve the comprehensive ability of students.
It is an urgent task for colleges and universities in China to cultivate compound talents, which puts forward higher requirements for the current talent training mode and efficiency of environmental science major. In this context, taking the environmental biology course "Environmental Biology" as an example, the teaching reform ideas and objectives of the course under the mode of compound talents cultivation were determined combining with the basic characteristics of the course and the common problems existing in undergraduate teaching. The combination of curriculum theory and teaching practice was realized through the optimization and integration of curriculum teaching content, and using the different teaching methods(e.g. active practice, group discussion, the combination of experiment and practice) in the teaching process. Moreover, the assessment system of "identification-investigation-experiment-display-report" was also built to give full play to the students' ability of autonomous learning, discussion, and science research. The new mode of diversified practice teaching will improve the teaching level and help to improve the comprehensive ability of students.
引文
[1]靖杨萍,亓文涛.高校本科复合型人才培养模式现状研究[J].教育教学论坛,2014,10(42):96-98.
[2]段昌群.环境生物学(第二版)[M].科学出版社,2010.
[3]孔繁翔.环境生物学[M].高等教育出版社,2001.
[4]顾建民.高校推行启发式教学何以可能[J].中国高等教育,2008(15-16):23-25.
[5]冯娟.“情景探究”在课程体系中的发展方向研究[J].黑龙江高教研究,2015(7):152-154.
[6]蔺永诚,刘箴.参与式教学方式在高校课堂教学中的应用[J].当代教育论坛,2008(12):30-31.
[2]段昌群.环境生物学(第二版)[M].科学出版社,2010.
[3]孔繁翔.环境生物学[M].高等教育出版社,2001.
[4]顾建民.高校推行启发式教学何以可能[J].中国高等教育,2008(15-16):23-25.
[5]冯娟.“情景探究”在课程体系中的发展方向研究[J].黑龙江高教研究,2015(7):152-154.
[6]蔺永诚,刘箴.参与式教学方式在高校课堂教学中的应用[J].当代教育论坛,2008(12):30-31.