关键词园艺教育;盆栽种植;番茄种植；盆栽蔬菜

中图分类号 S626;G642.0 文献标识码A 文章编号 1007-7731（2025）15-0131-03

DOI号10.16377/j.cnki.issn1007-7731.2025.15.031

Designand practice of comprehensive assessment for Horticultural professional skillstraining course

WANG Huiyu HAN Yingyan （Beijing University of Agriculture，Beijing 1022O6， China）

AbstractTo cultivate highquality talents with horticultural professional skils，a comprehensiveassessment model coveringskills mastery，practical application，team collaboration，and otheraspects in the practical teaching was designed of Horticultural professional skills training course，and was put itinto practice.In terms of program design， taking Horticulture professional skills training I asan example， knowledge objectives，ability objectives，and quality objectivesweredetermined，and theentire process assessment wasdivided into4stages：theoretical knowledge assessment （ 20% ），practical operation assessment（ 35% ），classroom performance assessment （ 20% ），andreport presentation assessment （25 5% ）. In terms of practice， guide students in the entire process of cultivation management from “seeds”to“fruits”，including tray planting，potted planting，cucumberand tomato planting，etc.，comprehensively evaluating students’learning process，andcultivating their practical operation，problem-solving，and innovation abilities.Practice has shown that the whole processassssment effctively enhances students’learning enthusiasm and initiative，and the excellent performance rate of students has been increasing year by year，from 73.33% in 2022 to （20号 100.00% in 2024.This article provides areference for improving the effctiveness of teaching reform in similar courses and enhancing students’practical abilities.

Keywordshorticultural education; potted planting; tomato cultivation; potted vegetables

园艺专业技能训练是一门实践性较强的课程，有助于学生全面系统地掌握园艺学科的基础理论知识，且着重培养其实践操作能力。该课程体系由3个递进阶段组成：课程I侧重认知实践，为学生奠定理论基础；课程Ⅱ注重实践训练，以加强学生的动手操作能力；课程Ⅱ注重进一步提升学生的专业实践技能，使其熟练掌握园艺专业技能[]。

常规教学模式下，课程考核以试卷为主要形式，不利于学生巩固基础知识和锤炼专业技能。因此，大量学者尝试创新课程考核模式。王庆宇等在多项课程中使用过程性考核的评价方式，发现其有利于学生更好地掌握所学知识。王超[3]通过设计章节测试和调研报告等方式对学生学习成效进行考核，有助于精准把握学生学习状态，动态调整授课重点。刘广孚等采用“ ⁶⁺¹ ”多元化考核模式，其中“6\"指自学设计、创新设计、撰写论文、课堂小测验、作业和期末考试，“1\"指100分之外的课堂表现加分，在该考核模式下，学生基础知识更加扎实，成绩明显提升，创新能力和参加科研活动的积极性明显提高。

本文以园艺专业技能训练课程为研究对象，基于OBE教学理念对其考核方案进行设计，将全过程性考核分为理论知识考核（ 20% ）） + 实践操作考核（35%）+ 课堂表现考核 （20%）+ 报告展示考核（ 25% 14个环节，并围绕专业技能训练的全过程性考核开展了具体实践，为相关课程教学改革提供参考。……