摘 要:評(píng)述了微生物學(xué)科研究生課程設(shè)置及課程教學(xué)中存在的問(wèn)題,提出了基于校企共建工程中心的課程改革措施,通過(guò)充分利用校企共建工程中心的資源優(yōu)勢(shì),探索建立適應(yīng)社會(huì)需求的研究生課程教學(xué)模式,培養(yǎng)研究生的創(chuàng)新能力和實(shí)踐能力,從而使研究生的培養(yǎng)符合當(dāng)前經(jīng)濟(jì)社會(huì)發(fā)展、企業(yè)競(jìng)爭(zhēng)力的提高以及規(guī)?;囵B(yǎng)的需求。
關(guān)鍵詞:研究生教育;課程設(shè)置;教學(xué)改革
中圖分類號(hào) G643.2 文獻(xiàn)標(biāo)識(shí)碼 A 文章編號(hào) 1007-7731(2013)15-146-02
Teaching Reformation Research of Postgraduate Course Based on Engineering Research Center Established by University and Enterprise
Wang Yanjie et al.
(College of Life Science and Technology,Heilongjiang Bayi Agricultural University,Daqing 163319,China)
Abstract:The disadvantages of curriculum provision and course teaching for postgraduate in microbiological field were reviewed. The measures of the curriculum reform based on engineering research center established by university and enterprise was put forward. An exploration for teaching reformation research of postgraduate course was established by utilizing the superiority of the engineering research center established by university and enterprise. The creative competence and practical ability of postgraduate were trained in order to meet the demands of economic and social development,enterprise competence improvement and scale culture of postgraduate.
Key words:Postgraduate education;Curriculum design;Teaching reform
隨著研究生招生規(guī)模的不斷擴(kuò)大,教育資源的短缺對(duì)研究生人才培養(yǎng)質(zhì)量的制約作用逐漸顯現(xiàn);研究生課程的設(shè)置側(cè)重理論化,使培養(yǎng)的研究生人才實(shí)踐能力不強(qiáng);碩士研究生學(xué)習(xí)的自主性薄弱,造成學(xué)生學(xué)習(xí)的積極性不高,教學(xué)效果不好,培養(yǎng)的學(xué)生分析問(wèn)題的能力不強(qiáng);從而出現(xiàn)了研究生就業(yè)率不高,但社會(huì)卻缺乏高層次應(yīng)用人才的問(wèn)題。碩士研究生培養(yǎng)的特色不鮮明、創(chuàng)新和實(shí)踐能力差、學(xué)校的投入和保障措施不到位成為了我國(guó)研究生培養(yǎng)的突出問(wèn)題[1]。針對(duì)目前碩士研究生培養(yǎng)質(zhì)量下滑的趨勢(shì),探索適合學(xué)校自身師資條件與不同學(xué)科特點(diǎn)的、提升教學(xué)質(zhì)量、提高就業(yè)率的研究生課程教學(xué)改革模式是十分必要的。
我校微生物學(xué)科根據(jù)自身發(fā)展特點(diǎn)和社會(huì)需求設(shè)置4個(gè)主要研究方向,即環(huán)境微生物與微生物分子生態(tài)、農(nóng)業(yè)微生物資源的開(kāi)發(fā)與利用、食品應(yīng)用微生物和天然藥物的微生物轉(zhuǎn)化?!?br>