农林院校生命科学类贯通培养模式课程设置研究
发布时间：2019-02-09 14:01
【摘要】：课程设置作为人才培养教育教学体系中重要环节，是教育的基本构成，课程研究是教育研究中的基本领域。学生的贯通培养模式要求课程设置具有新的特征和侧重点。本文通过对国内设有生命科学类贯通培养的农林高校的培养方案的描述与总结，结合西北农林科技大学生命科学基地班课程设置的具体情况，理出当前生命科学贯通培养课程设置的主要问题是通识教育阶段与个性教育阶段的课程衔接不畅。通过对这种问题的理性分析，找到恰当的对策，以实现课程设置的合理性和科学性。从而在课程设置衔接这一角度为拔尖创新型人才培养提供合理的可靠的依据及建议，促进教育教学改革的顺利进行。 通过对设有生命科学本硕贯通培养模的各农林院校的培养方案进行比较分析，说明其课程设置需要具有新的特征和侧重点。即：整体课程安排基本实现本硕课程的贯通化，逐步形成由通识类课程、学科大类基础课程和专业课程组成的课程体系，初步实现按照“两段-三阶-多模块”的课程设置理念来组织课程教学；学生前两年的通识教育阶段的课程较多，学习压力加重；必修课比例远远高于选修课比例，学生个性化培养实施进展缓慢；突出学生的科研能力的培养，，自主实验环节、导师指导下的学生科研训练均计入学生的总学分，培养学生的科研创新能力。 在整个贯通化培养课程设置过程中也存在诸多问题。通过对西北农林科技大学2008级生命科学基地班学生的调查，课程设置中的主要问题是通识教育阶段和专业教育阶段的课程衔接不畅。这种衔接上的问题主要表现为：前两年课程设置太过宽泛、课程学习任务重，个性化教育阶段要求修补太多的专业课程、压力大。同时，课程设置的问题还表现为：通识教育与专业教育课程之间的比例不协调、通识教育最终转化为多学科课程的简单相加等问题，导师和学生的自主性与专业教育的统一性之间的矛盾，学期中课程量的不平衡以及前后课程冲途，新课程开发不足等一系列问题。 如何寻求科学理论的指导，对通识教育进行充分认识，学校统一的教学管理组织与个性化教育的冲突，生命科学类专业的研究领域广泛性增加了课程内容，这三个方面成为课程设置出现问题的主要原因。此时，明确人才培养目标，找准生命科学类本硕贯通培养模式中课程设置的立足点，采用适当的课程设置教育观，运用多样的课程组织结构类型，结合学校实际采取合理措施成为解决上述问题的方法与对策。
[Abstract]:As an important link in the education and teaching system of talent training, curriculum design is the basic component of education, and curriculum research is the basic field of educational research. The mode of students' continuous training requires the new features and emphases of curriculum design. This paper describes and summarizes the training programs of agricultural and forestry colleges and universities with life sciences in China, and combines with the specific situation of course setting up in the life science base of Northwest University of Agriculture and Forestry Science and Technology. It is pointed out that the main problem in the curriculum design of life science education is that the courses in the stages of general education and personality education are not well connected. Through the rational analysis of this kind of problem, find out the appropriate countermeasure, in order to realize the rationality and scientific nature of the curriculum. So it can provide reasonable and reliable basis and suggestions for the cultivation of top-notch and innovative talents from the angle of the convergence of curriculum, and promote the smooth progress of educational and teaching reform. Through the comparative analysis of the training schemes of the agricultural and forestry colleges with the life-science model, it is shown that the curriculum design should have new characteristics and emphases. That is, the overall curriculum arrangement basically realizes the integration of this curriculum, and gradually forms a curriculum system composed of general courses, basic courses of major disciplines and specialized courses. The primary realization is to organize the course teaching according to the idea of "two-section-three-order multi-module" curriculum setup; In the first two years of general education, students have more courses and more pressure to study, the proportion of compulsory courses is far higher than the proportion of elective courses, and the implementation of individualized training of students is slow; The cultivation of students' scientific research ability, the independent experiment and the students' scientific research training under the guidance of their mentors are all included in the total credits of students and the students' ability of scientific research and innovation is cultivated. There are also many problems in the course of course setup. Through the investigation of the students in the life science base of level 2008 of Northwestern University of Agriculture and Forestry Science and Technology, the main problem in the curriculum design is the lack of connection between the general education stage and the professional education stage. The main problems in this connection are: the curriculum is too broad in the first two years, the learning task of the curriculum is heavy, and the individualized education stage requires too many professional courses to be repaired, so the pressure is great. At the same time, the problems of curriculum setup are as follows: the proportion between general education and professional education is not in harmony, and the general education is transformed into a simple addition of multi-disciplinary courses, and so on. A series of problems such as the contradiction between the autonomy of tutor and student and the unity of professional education, the unbalance of curriculum quantity in the semester, the rush of curriculum before and after, the lack of development of new curriculum and so on. How to seek the guidance of scientific theory, fully understand the general education, the conflict between the unified teaching management organization and individualized education, and the extensive research field of life science have increased the content of the curriculum. These three aspects are the main reasons for the problems in curriculum design. At this time, we should make clear the training goal of talents, find the foothold of curriculum setting in the life science training mode, adopt the appropriate educational view of curriculum setup, and use various types of curriculum organization structure. Taking reasonable measures in combination with school practice becomes the method and countermeasure to solve the above problems.
【学位授予单位】：西北农林科技大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：Q-4;G642.3
本文编号：2419027
[Abstract]:As an important link in the education and teaching system of talent training, curriculum design is the basic component of education, and curriculum research is the basic field of educational research. The mode of students' continuous training requires the new features and emphases of curriculum design. This paper describes and summarizes the training programs of agricultural and forestry colleges and universities with life sciences in China, and combines with the specific situation of course setting up in the life science base of Northwest University of Agriculture and Forestry Science and Technology. It is pointed out that the main problem in the curriculum design of life science education is that the courses in the stages of general education and personality education are not well connected. Through the rational analysis of this kind of problem, find out the appropriate countermeasure, in order to realize the rationality and scientific nature of the curriculum. So it can provide reasonable and reliable basis and suggestions for the cultivation of top-notch and innovative talents from the angle of the convergence of curriculum, and promote the smooth progress of educational and teaching reform. Through the comparative analysis of the training schemes of the agricultural and forestry colleges with the life-science model, it is shown that the curriculum design should have new characteristics and emphases. That is, the overall curriculum arrangement basically realizes the integration of this curriculum, and gradually forms a curriculum system composed of general courses, basic courses of major disciplines and specialized courses. The primary realization is to organize the course teaching according to the idea of "two-section-three-order multi-module" curriculum setup; In the first two years of general education, students have more courses and more pressure to study, the proportion of compulsory courses is far higher than the proportion of elective courses, and the implementation of individualized training of students is slow; The cultivation of students' scientific research ability, the independent experiment and the students' scientific research training under the guidance of their mentors are all included in the total credits of students and the students' ability of scientific research and innovation is cultivated. There are also many problems in the course of course setup. Through the investigation of the students in the life science base of level 2008 of Northwestern University of Agriculture and Forestry Science and Technology, the main problem in the curriculum design is the lack of connection between the general education stage and the professional education stage. The main problems in this connection are: the curriculum is too broad in the first two years, the learning task of the curriculum is heavy, and the individualized education stage requires too many professional courses to be repaired, so the pressure is great. At the same time, the problems of curriculum setup are as follows: the proportion between general education and professional education is not in harmony, and the general education is transformed into a simple addition of multi-disciplinary courses, and so on. A series of problems such as the contradiction between the autonomy of tutor and student and the unity of professional education, the unbalance of curriculum quantity in the semester, the rush of curriculum before and after, the lack of development of new curriculum and so on. How to seek the guidance of scientific theory, fully understand the general education, the conflict between the unified teaching management organization and individualized education, and the extensive research field of life science have increased the content of the curriculum. These three aspects are the main reasons for the problems in curriculum design. At this time, we should make clear the training goal of talents, find the foothold of curriculum setting in the life science training mode, adopt the appropriate educational view of curriculum setup, and use various types of curriculum organization structure. Taking reasonable measures in combination with school practice becomes the method and countermeasure to solve the above problems.
【学位授予单位】：西北农林科技大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：Q-4;G642.3
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