Protected horticulture; Teaching reform; Teaching content; Teaching methods; teaching means
Facility Horticulture is a required course for horticulture majors in agricultural colleges and universities. According to the characteristics of the course, in order to meet the demand for talents for the development of protected horticulture, the system construction and reform of protected horticulture specialty were explored from the aspects of teaching content, teaching methods and teaching forms, combining with our own teaching experience and drawing lessons from others' experience, so as to improve the teaching quality and accumulate experience or attempts for students engaged in protected horticulture specialty.
Keywords protecting horticulture science; Teaching reform; Teaching content; Tedching method; Teaching form
Protected horticulture is an important aspect of agricultural production and an important way to realize agricultural modernization. In recent 20 years, China's protected horticulture industry has developed rapidly, and the protected cultivation area has jumped to the first place in the world. However, the gap between the production efficiency of protected horticulture in China and developed countries is still very significant, mainly reflected in the level and content of science and technology, which is also the performance of the gap in talent quality. Cultivating excellent technical and managerial talents in protected horticulture is a necessary guarantee to realize the sustainable development of protected horticulture production, and it is also one of the fundamental tasks of many agricultural universities. In order to improve the teaching quality of protected horticulture and cultivate excellent professionals, the author tries to explore the construction and reform of protected horticulture curriculum system from the aspects of teaching content, teaching methods and teaching means.
1 Improve the teaching content and highlight the key and difficult points.
According to reports, the teaching content of protected horticulture in the United States emphasizes greenhouse management, and various elements of greenhouse management run through the course teaching [1]. At present, the teaching content of protected horticulture in China is mainly taught from the following aspects: the types of horticultural facilities, the types of covering materials, the characteristics and regulation of protected environment, the planning and design of horticultural facilities, seedling raising and cultivation in protected facilities, etc. Most colleges and universities focus on the environmental characteristics of horticultural facilities and their regulation and application direction. The difference between the two research directions is related to the national conditions. Based on the actual situation in China, the teaching of Protected Horticulture introduces more types of facilities to students, and requires them to master their own characteristics and applications, which is of great benefit to students' practical work in the future.
In addition, the course group emphasizes both basic knowledge and cutting-edge knowledge in the teaching process. In classroom teaching, we not only emphasize the systematization of knowledge, but also often introduce the latest development of disciplines in the teaching process, emphasize the flexible application of knowledge, and pay special attention to the combination of protected horticulture theory and production practice, which highlights the importance of industrial case teaching. This teaching method not only improves the course content, but also greatly improves the students' learning enthusiasm.
2. Improve the quality of teachers and set up teaching teams.
Protected horticulture is an interdisciplinary subject integrating modern horticulture science, environmental engineering science, information technology science and modern agricultural economic science [2]. The development of high technology endows modern facility horticulture with new connotation, and first of all, it puts forward higher requirements for teachers engaged in the teaching of this subject. Only by constantly learning, exploring, enriching and perfecting their own knowledge system and participating in academic exchanges many times can teachers keep abreast of the latest development and progress of disciplines at home and abroad and pass on cutting-edge knowledge to students in the teaching process.
The teaching team will be taught by the original 1 ~ 2 teacher, and it will be reformed into a course group composed of many teachers who have been engaged in facility gardening research for a long time and have their own specialties in this field, and * * * will concurrently teach the course, giving full play to each teacher's professional specialties. This not only ensures the novelty and advancement of each teacher's teaching content, but also ensures the practicality of teaching content and the depth and breadth of teaching knowledge points. At the same time, it also enables students to have more understanding and in-depth thinking about the problems encountered by these teachers in scientific research, which effectively stimulates students' learning enthusiasm and initiative, thus deepening their understanding of the course content.
3. Reform teaching methods and optimize teaching quality.
Reforming teaching methods is an important content of education and teaching reform. In teaching practice, the research group has increasingly realized the importance of teaching methods. While imparting knowledge to students, we should pay more attention to the methods of teaching students to learn, that is, teaching students to "learn to learn".
3. 1 Reform the teaching concept and implement heuristic teaching.
In the traditional teaching mode, teachers are the center and leader of teaching activities and the giver of knowledge, and the whole teaching activities are carried out around teachers. This teaching mode limits students' initiative in learning, and students are prone to be tired of learning in the process of learning, which has a very adverse impact on students' learning and mastery of basic theoretical knowledge. How to enliven the classroom atmosphere and stimulate students' enthusiasm for learning has become one of the teaching goals of teaching and research workers. Teachers in the course group use heuristic teaching methods to ask and answer a series of questions in a certain chapter, which greatly mobilizes students' learning enthusiasm. Taking the characteristics and regulation of facility lighting environment as an example, heuristic questions are used before teaching, such as "Why is lighting important? What factors affect the lighting time, light quality and light distribution of facilities? Under what circumstances do you need to supplement the light source? When do you need shading to adjust the photoperiod of crops? " And so on, because students have read the contents of this chapter in the textbook as required before class, they can discuss these problems, which makes the classroom teaching atmosphere more active and improves students' learning efficiency.
3.2 Emphasis on students' dominant position
The "student-centered" teaching theory requires both teachers and students to change their concepts, teachers should establish the consciousness of serving students, and students should establish the consciousness of autonomous learning and active learning. This theory not only affirms the leading role of teachers in the whole teaching process, but also makes students become active learners, giving full play to the subjectivity of students' learning [3].
In the process of teaching, arrange some class hours to tell students themselves, and encourage students to give lectures on the platform themselves. For example, five students form a group, and each group teaches a small topic within the specified time. As long as it is related to the course, the topic can be freely chosen by the students. After class, each group will consult the materials and make them into ppt or electronic magazines, and the group representatives will give lectures on stage. This method can not only enliven the classroom atmosphere, strengthen the study and memory of basic knowledge, but also exercise students' courage, cultivate their eloquence and promote all-round development. The second is to organize special discussion classes according to the learning progress. This form can give full play to students' subjective initiative and collective wisdom, effectively improve the effect of teaching methods and promote the improvement of students' comprehensive ability [5].