史培华 杨宝林 解振强

摘要 首先，分析了现阶段作物生产技术课程教学存在的课程内容配置不合理、授课形式传统、教学资源更新缓慢及考核评价体制不完善等问题。然后，以现代农业技术专业班级教学改革试点结果为依据，提出了修订教学内容，建立新的实训教学模式、形成“三方主体”的评价体制以及采用多元化的教学手段等改革方法。最后，总结了教改的改革成效。教改实践为“三教改革”在高职院校农业类专业核心课程的教学改革指明了方向。

关键词 作物生产技术;信息化教学;三教改革;教学

中图分类号 S-01 文献标识码 A

文章编号 0517-6611（2020）17-0274-03

doi：10.3969/j.issn.0517-6611.2020.17.073

开放科学（资源服务）标识码（OSID）：

Exploration and Practice of Teaching Reform in Crop Production Technology Course of Higher Vocational Colleges

SHI Pei hua， YANG Bao lin，XIE Zhen qiang

（Jiangsu Vocational College of Agriculture and Forestry， Jurong， Jiangsu 212400）

Abstract We firstly analyzed the problems existing in the teaching of crop production technology at the present stage， such as unreasonable course content allocation， traditional teaching form， slow update of teaching resources and imperfect assessment system. Then， based on the results of classes in modern agricultural technology， the reform methods were put forward，such as revising the teaching content， establishing a new training teaching model， forming a “three parties” evaluation system and adopting diversified teaching methods. Finally， the reform effects of this teaching reform were summarized. This teaching reform practice pointed out the direction for the teaching reform of “three teaching reforms” in the core course of agricultural major in higher vocational colleges.

Key words Crop production technology;Information based teaching;Three teaching reforms;Teaching

2019年國务院印发的《国家职业教育改革实施方案》（“职教二十条”）明确指出了产教融合、校企合作对于高职教育人才培养的重要性。在种植业提质增效转型升级的现阶段，现代农业依托科技的力量追求“高产、优质、高效、生态、安全”的生产目标[1]。为促进农业信息化、机械化和规模化的发展，现代农业企业急需一批高素质技能型现代农业技术专门人才为其服务[2-3]。要真正做到“产教融合、校企合作”，专业核心课程的教学改革实施是第一步。以课程改革为起点，搭建专业人才培养方案的改革框架才可以真正落实职业教育为社会发展和经济服务的终极目标。

作物生产技术是现代农业技术专业学生必修的一门骨干专业课程，课程目标既贯穿系统理论知识学习，又突出实践技能应用。……