基于超星學習通平臺的生態學課程混合式教學設計

摘要""為提高學生學習興趣和主觀能動性，基于超星學習通平臺，從明確教學目標、組建教學團隊、挖掘線上資源、創新教學方法、優化教學過程、融入思政元素以及強化過程性評價7個方面對生態學課程混合式教學思路進行設計與實踐。具體來說，課程教學目標為學生掌握物種多樣性的基本概念、針對不同的保護物種提出相應的保護措施及預案等。組建具有生態學、環境科學和植物學等不同學科背景的教師團隊，以支撐課程教學。挖掘優秀紀錄片、慕課資源等，將植物科學前沿、農業科學微平臺等推送至學生。創新提問法、啟發法和討論法等教學方法，加深學生對物種多樣性理論知識的掌握。優化教學過程，開展“課前導學、課中助學和課后促學”的混合式教學實踐。組織學生游覽植物園、野生動物園等地，融入水體富營養化等思政教學元素。強化過程性評價，將考核環節細化為課堂表現（20%）、網絡測驗（10%）、讀書報告（10%）、科普視頻制作（10%）和期末考試（50%）5個部分。實踐結果表明，該教學模式可以提升學生的學習積極性，學生在參與科研的過程中取得了一定成果，在學科競賽和項目申報方面均獲得一定成效，為生態學課程教學質量提升提供參考。

關鍵詞""生態學；混合式教學；物種多樣性；植物

中圖分類號""G642；S181 """"""文獻標識碼""A """"""文章編號""1007-7731（2025）04-0123-05

DOI號""10.16377/j.cnki.issn1007-7731.2025.04.025

Blended teaching design for Ecology courses based on Chaoxing Learning platform

ZHU Lixia """CHANG Yunxia """HU Chunhong

（College of Life Science and Agronomy， Zhoukou Normal University， Zhoukou 466001， China）

Abstract "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.

Keywords "Ecology; blended learning; species diversity; plant

生態學是一門綜合性的交叉學科，其涉及的名詞和專業術語多，內容繁雜，涉及理論生態學和應用生態學內容。在常規教學模式下，部分教師常采用填鴨式和滿堂灌式的教學方法，學生被動接受知識，缺乏學習主動性和學習興趣，師生間的互動流于形式，較難鍛煉學生思考和解決問題的能力。……