《森林培育学》课程“感性认知—理论教学—实践”教学模式效果分析

Analysis on Effect of“Perceptual Knowledge-Theoretical TeachingPractice”Teaching Mode on“Silviculture”Course

通过对2004级～2006级林学专业大三学生进行关于理论与实践认知和需求问卷调查，根据学生对理论与实践的需求，设计并实施《森林培育学》课程“感性认知-理论教学-实践”教学模式，连续6年对6届学生进行教学践行，分别各年级进行教学效果问卷调查，分析评价教学效果。结果表明：感性认知先行，学生认为更容易理解和掌握理论知识的人数为94．38％，认为可提高授课速度的人数为81.71％，认为初步了解林业生产情况和存在问题的人数为81．92％，认为提高了对专业的兴趣的人数为80．41％，认为学习更有目的性和针对性的人数为91．27％；“感性认知（实践）～理论教学～实践”教学模式践行后，学生认为教学综合效果好的人数为94．41％，综合效果明显，经多年实施，本课程被评为广西大学校级精品课程和优秀教学改革示范课。

Through the survey of all junior students of Forestry major from Grade 2004 to 2006 which is about the theory and practice of cognitive and demand, the ＂perceptual knowledge -- theoretical teaching -- practice ＂ teaching mode of ＂silviculture＂ course is designed and implemented. For the past six years, the teaching mode is practiced and collected survey results respec- tively,analysed and evaluated the effectiveness. The results showed that： the numbers of students which thought that it＇s easier to master the theoretical knowledge,thought it can improve teaching speed,gaining a preliminary understanding of the situation and problems of forestry production,improving interest on this major,learning more purposeful were accounting for 94.38 %, 81.72 % ,81.92 % ,80.41 % ,91.27% respectively. After this teaching mode was put into practice,the numbers of students which considered it had good effect is 94.41%. After years of implementation,this course had significant effect,and was named Guangxi University＇s excellent course and demonstration lesson of teaching reform.