为了解决专业核心课程《乡村规划》教学过程中学生态度难改变、课程难融入、知识难运用等问题,采用“融合式”教学理念,对教学安排及方法进行改革。教学内容上,重构“理论” + “设计” + “实践”乡村规划综合课程体系,培养学生综合能...为了解决专业核心课程《乡村规划》教学过程中学生态度难改变、课程难融入、知识难运用等问题,采用“融合式”教学理念,对教学安排及方法进行改革。教学内容上,重构“理论” + “设计” + “实践”乡村规划综合课程体系,培养学生综合能力;树立学生乡村本位的正确价值观,改变学生态度;基于真实问题场景及学生角色扮演的课程教学,增加学生参与度;深入乡村现场,基于调研、汇报、参赛的实践教学安排,增加学生知识运用能力。教学方法上,基于“微课”导入的线上 + 线下教学,充实学生知识体系;新科技新技术融入调研实践,增加学生实践效率;学校 + 乡村共同培养模式,提供实践真实场景;课程全过程交互式考核机制,保障课程顺利运行。通过本课程改革,学生总体积极性及成绩提高,家国情怀得以培养,荣获多项竞赛奖项,教师教改立项,学院全国样板党支部建设得以支撑,教学效果良好。因此,“融合式”教学理念有利于增加学生的参与性及实践性,适合在设计类课程群中推广运用。In order to solve the problems of difficult attitude change, integration of curriculum, and application of knowledge in the teaching process of the core course “Rural Planning”, the “integrated” teaching concept is adopted to reform the teaching arrangement and methods. In terms of teaching content, reconstruct the comprehensive curriculum system of “theory”, “design”, and “practice” in rural planning to cultivate students’ comprehensive abilities, establishing the correct values of student-centered rural areas and changing their attitudes;Teaching courses based on real-life problem scenarios and student role-playing to increase student engagement;Deepen into rural areas and arrange practical teaching based on research, reporting, and competition to enhance students’ knowledge application abilities. In terms of teaching methods, online and offline teaching based on the introduction of “micro courses” enriches students’ knowledge system;Integrating new technologies into research and practice to increase student practical efficiency;The school + rural joint training model provides practical real-life scenarios;The interactive assessment me- chanism throughout the course ensures the smooth operation of the course. Through the reform of this course, the overall enthusiasm and grades of students have been improved, patriotism has been cultivated, multiple competition awards have been won, teacher education reform projects have been approved, and the construction of the national model party branch of the college has been supported, resulting in good teaching results. Therefore, the concept of “integrated” teaching is conducive to increasing student participation and practicality, and is suitable for promotion and application in design course groups.展开更多
文摘为了解决专业核心课程《乡村规划》教学过程中学生态度难改变、课程难融入、知识难运用等问题,采用“融合式”教学理念,对教学安排及方法进行改革。教学内容上,重构“理论” + “设计” + “实践”乡村规划综合课程体系,培养学生综合能力;树立学生乡村本位的正确价值观,改变学生态度;基于真实问题场景及学生角色扮演的课程教学,增加学生参与度;深入乡村现场,基于调研、汇报、参赛的实践教学安排,增加学生知识运用能力。教学方法上,基于“微课”导入的线上 + 线下教学,充实学生知识体系;新科技新技术融入调研实践,增加学生实践效率;学校 + 乡村共同培养模式,提供实践真实场景;课程全过程交互式考核机制,保障课程顺利运行。通过本课程改革,学生总体积极性及成绩提高,家国情怀得以培养,荣获多项竞赛奖项,教师教改立项,学院全国样板党支部建设得以支撑,教学效果良好。因此,“融合式”教学理念有利于增加学生的参与性及实践性,适合在设计类课程群中推广运用。In order to solve the problems of difficult attitude change, integration of curriculum, and application of knowledge in the teaching process of the core course “Rural Planning”, the “integrated” teaching concept is adopted to reform the teaching arrangement and methods. In terms of teaching content, reconstruct the comprehensive curriculum system of “theory”, “design”, and “practice” in rural planning to cultivate students’ comprehensive abilities, establishing the correct values of student-centered rural areas and changing their attitudes;Teaching courses based on real-life problem scenarios and student role-playing to increase student engagement;Deepen into rural areas and arrange practical teaching based on research, reporting, and competition to enhance students’ knowledge application abilities. In terms of teaching methods, online and offline teaching based on the introduction of “micro courses” enriches students’ knowledge system;Integrating new technologies into research and practice to increase student practical efficiency;The school + rural joint training model provides practical real-life scenarios;The interactive assessment me- chanism throughout the course ensures the smooth operation of the course. Through the reform of this course, the overall enthusiasm and grades of students have been improved, patriotism has been cultivated, multiple competition awards have been won, teacher education reform projects have been approved, and the construction of the national model party branch of the college has been supported, resulting in good teaching results. Therefore, the concept of “integrated” teaching is conducive to increasing student participation and practicality, and is suitable for promotion and application in design course groups.
