万素梅 李付广 胡守林 马小艳 陈国栋 翟云龙 文卿琳

摘  要：棉花实验班作为农科类应用型本科人才培养模式改革的试点班级，在课程体系方面进行了构建。结果表明：（1）棉花实验班的课程体系总学分218.5，其中通识教育占总学分的37.30%，学科基础占17.85%，专业方向占20.82%，专业特色占3.20%，集中实践教学占20.82%;（2）课堂理论教学与实践教学学分比例为6.5：3.5;（3）通识教育81.5学分，占课堂教学学分的47.11%，专业课程52.5学分，占30.35%;（4）必修课150学分，占课堂教学学分的86.71%，选修课23学分，占13.29%。棉花实验班课程体系建设具有横向类型拓展和纵向层次深化的特点，体现注重理论与实践课程的同时，更加重视理论课程与实践课程的紧密结合;加强专业课程建设的同时兼顾通识课程;强化棉花全产业链课程的设置，突出跨学科人才培养的特点。

关键词：课程体系;课程结构;拓展;深化;棉花实验班

中图分类号：G642       文献标志码：A         文章编号：2096-000X（2021）14-0083-05

Abstract： As a pilot class of agricultural application-oriented undergraduate talent training mode reform， cotton experimental class has been constructed in terms of curriculum system. The results show that： （1） the total credits of the course system of cotton experimental class are 218.5， among which general education accounts for 37.30%， subject basis accounts for 17.85%， specialty direction accounts for 20.82%， specialty characteristics accounts for 3.20%， and concentrated practice teaching accounts for 20.82%; （2） The credit ratio of classroom theoretical teaching and practical teaching is 6.5：3.5; （3） 81.5 credits of general education， accounting for 47.11% of classroom teaching credits， and 52.5 credits of professional courses， accounting for 30.35%; （4） 150 credits of compulsory courses account for 86.71% of classroom teaching credits， and 23 credits of elective courses account for 13.29%. The curriculum system construction of cotton experimental class has the characteristics of horizontal type expansion and vertical level deepening， which embodies the close combination of theoretical course and practical course while paying attention to the theory course and practical course. And it strengthens the construction of specialized courses and takes into account the general courses， strengthens the setting of cotton whole industrial chain courses， and highlights the characteristics of interdisciplinary talent training.

Keywords： curriculum system; curriculum structure; expand; deepening; cotton experimental class

課程体系是人才培养质量的关键因素[1]，在人才培养的过程中起着重要作用[2]。课程体系结构调整是否合理，关系到人才培养目标能否有效实现，是否能为社会培养符合社会需求的高质量应用型人才[3-4]。因此，课程体系建设是应用型本科院校应用人才培养的核心[5]。

自2016年开设棉花实验班以来，已培养了4届学生，期间对人才培养方案进行了修订，重构了课程体系，对课程结构进行了调整与优化。本文以棉花实验班课程体系为研究对象，分析四大平台课堂教学、理论课与实践课、通识课程与专业课程、必修课程与选修课程的设置与分布，总结棉花实验班课程体系建设的特点，以期为农科类应用型本科人才培养课程体系建设提供借鉴。……