“学生中心、能力导向、思政贯穿”——韩山师范学院《地图学》课程教学改革与实践

“Student-Centered, Competency-Driven, and Ideological Integration”—Teaching Reform and Practice of “Cartography” Course in Hanshan Normal University

摘要: 韩山师范学院地理科学专业《地图学》课程在长期教学实践中积累了坚实基础，但随着地理信息产业数字化转型加速及应用型人才培养要求提升，课程建设也面临新的发展机遇与挑战：在教学内容层面，传统理论体系与行业前沿技术应用衔接有待加强；实践教学环节需进一步深化与产业实际需求的融合；课程思政建设也需探索更自然、更具专业特色的融合路径。在地理科学专业的人才培养方案定位上进行改革，立足于从“课程内容重构、教学方式革新、仪器设备保障、考核方式优化”四个方面推动课堂教学改革，包括：将传统的“理论 + 基础实践”模块重构为“基础理论、技术应用、数据融合、思政渗透”四个模块，并且增加时空大数据可视化与北斗导航应用等内容；转变传统的“教师为主导”，转变为“学生为主体”，改革教学模式为线上预习与线下实操相结合，加强虚拟仿真教学与乡土地理实践；注重仪器设备更新和维护，同时重视校企合作共建基地，强化实践教学；改变传统考试占课堂总成绩60%~80%的评价体系，转变为以过程性评价为主，突出对学习态度与应用能力评价，注重社会实践。“课程内容重构、教学方式革新、仪器设备保障、考核方式优化”的成果得到应用并获得检验：地图制作达标合格率提高；实现“知识传授、能力培养、价值塑造”的协同育人效果；为地方高校同类应用型课程建设提供依据。

Abstract: The “Cartography” course for the Geography Science major at Hanshan Normal University has built a solid foundation through long-term teaching practice. However, with the accelerated digital transformation of the geoinformation industry and the higher requirements for cultivating application-oriented talents, the course construction now faces new development opportunities and challenges: in terms of teaching content, the connection between the traditional theoretical system and the application of cutting-edge industrial technologies needs to be strengthened; the practical teaching segment requires deeper integration with the actual needs of the industry; and the integration of ideological and political elements into the curriculum also calls for exploring a more natural path with distinct professional features. Reforms have been carried out based on the positioning of the talent cultivation program for the Geography Science major, focusing on advancing classroom teaching reform from four dimensions: “curriculum content reconstruction, teaching method innovation, instrument and equipment support, and assessment method optimization”. Specific measures include: Reconstructing the traditional “theory + basic practice” module into four new modules, namely “Basic Theory”, “Technical Application”, “Data Integration”, and “Ideological and Political Infiltration”, while adding content such as spatiotemporal big data visualization and Beidou navigation application; Shifting from the traditional “teacher-led” model to a “student-centered” one, reforming the teaching mode to combine online preview with offline practical operation, and enhancing virtual simulation teaching and local geography practice; Prioritizing the update and maintenance of instruments and equipment, while attaching importance to school-enterprise cooperation in building bases to strengthen practical teaching; Replacing the traditional evaluation system (where examinations accounted for 60%~80% of the total course score) with a process-oriented evaluation system, which highlights the assessment of learning attitude and application ability and emphasizes social practice. The achievements of “curriculum content reconstruction, teaching method innovation, instrument and equipment support, and assessment method optimization” have been applied and verified: The qualified rate of map-making has increased; The collaborative education goal of “imparting knowledge, cultivating abilities, and shaping values” has been achieved; It provides a reference for the construction of similar application-oriented courses in local colleges and universities.