蔬菜栽培學(xué)課程線上線下混合式教學(xué)改革路徑與實踐

摘要""為滿足應(yīng)用型本科高校教育信息化需求，本文對園藝專業(yè)核心課程蔬菜栽培學(xué)在教學(xué)模式、教學(xué)內(nèi)容和考核評價3個方面的現(xiàn)狀進(jìn)行分析，設(shè)計其線上線下混合式教學(xué)體系，并加以實踐。教學(xué)體系設(shè)計方面，利用信息化網(wǎng)絡(luò)教學(xué)平臺，采取以學(xué)生為中心優(yōu)化教學(xué)模式，以問題為導(dǎo)向重構(gòu)內(nèi)容體系，以過程為基礎(chǔ)優(yōu)化考核評價體系等措施，構(gòu)建適合園藝專業(yè)的“慕課+雨課堂+超星學(xué)習(xí)通+微信公眾平臺”線上線下混合式教學(xué)模式。改革實踐方面，調(diào)研學(xué)情，設(shè)定線上線下學(xué)習(xí)任務(wù)；關(guān)注資源，將學(xué)習(xí)資源整合為核心知識點解讀模塊和栽培技術(shù)基礎(chǔ)，并在課前、課中和課后等環(huán)節(jié)加以應(yīng)用；重構(gòu)內(nèi)容，優(yōu)化線上線下教學(xué)設(shè)計；優(yōu)化考核，采取多元化、全過程考核評價方法。實踐表明，改革后的教學(xué)優(yōu)化了教學(xué)資源，提高了學(xué)生的參與度和專業(yè)技能水平，提升了學(xué)習(xí)質(zhì)量與效率，有助于實現(xiàn)涉農(nóng)高校園藝人才高質(zhì)量培養(yǎng)目標(biāo)，為農(nóng)學(xué)類專業(yè)相關(guān)課程信息化與教學(xué)的深度融合提供參考。

關(guān)鍵詞""教育信息化；蔬菜栽培學(xué)；混合式教學(xué)；園藝

中圖分類號""G642.0；S6-0 """"""文獻(xiàn)標(biāo)識碼""A """"""文章編號""1007-7731（2025）04-0132-06

DOI號""10.16377/j.cnki.issn1007-7731.2025.04.027

Reform path and practice of blended online and offline teaching in Vegetable Cultivation"course

CHEN Na """SHAO Qin

（College of Life Science， Resources and Environment， Yichun University， Yichun 336000， China）

Abstract "To meet the demand for educational informatization in applied undergraduate universities， the current situation of the core course of Horticulture， Vegetable Cultivation"was analyzed in terms of teaching model， teaching content， and assessment evaluation. It designed a blended online and offline teaching approach and put it into practice. In terms of design， an information-based online teaching platform was utilized， adopting a student-centered optimization teaching model， problem oriented reconstruction of content system， process based optimization of assessment and evaluation system， and other measures， a blended online and offline teaching model of “MOOC+Rain Classroom+Chaoxing Learning Platform+WeChat Public Platform” suitable for Horticulture majors would be constructed. In terms of reform practice， research on learning situations was conducted and set online and offline learning tasks; paied attention to resources， integrating learning resources into core knowledge point interpretation modules and cultivation technology foundations， and applied them before， during， and after class; refactored content and optimized online and offline teaching design; optimized assessment and adopted diversified and full process assessment methods. Practice showed that the reformed teaching had optimized teaching resources， improved student participation and professional skills， enhanced learning quality and efficiency， thereby achieving the goal of high-quality cultivation of Horticultural talents in agricultural universities， and providing references for the deep integration of educational informationization and teaching in agricultural related courses

Keywords "educational informatization; Vegetable Cultivation; blended learning; horticulture

隨著現(xiàn)代信息技術(shù)的發(fā)展及網(wǎng)絡(luò)平臺的普及，人們的學(xué)習(xí)需求和學(xué)習(xí)方式發(fā)生了相應(yīng)變化。陳玲霞等^[1]研究提出了一種將線下課堂與網(wǎng)絡(luò)資源相結(jié)合的教學(xué)模式，對線上線下混合式教學(xué)的實施步驟、教學(xué)策略進(jìn)行探索，包括設(shè)計豐富的教學(xué)內(nèi)容、開展多樣化的教學(xué)活動、構(gòu)建科學(xué)的考核評價體系以及注重課后知識檢測等，簡化了教學(xué)過程，提升了教學(xué)質(zhì)量?！?br>