基于OBE理念的土壤肥料学课程一体化教学改革与实践

The Integrated Teaching Reform and Practice of Soil Fertilization Course Based on the OBE Concept

摘要: 新农科建设推动农学类核心课程从“知识传授型”向“能力–素养协同型”转变，土壤肥料学作为农学、烟草、园艺等专业的重要基础课程，其教学模式与内容亟须系统优化。现有教学实践中仍存在课程目标偏重知识记忆、内容结构与产业需求脱节、实验教学层次不清、线上线下资源割裂以及考核方式单一等问题，难以充分支撑新农科背景下应用型、复合型人才培养。本文在梳理相关研究与教改实践的基础上，引入OBE理念，从“目标–内容–实施–评价”四个维度构建土壤肥料学一体化教学改革框架：以学习产出为导向重构课程目标，突出“基础理论 + 技术应用 + 问题解决”三维度；通过“重组 + 构建”方式优化理论与实验内容体系，强化与智慧农业、土壤普查、减肥增效等国家需求的对接；依托混合式教学、项目式学习和“课堂–实验–实训–实践”四位一体实践体系，形成多场景协同育人链条；在此基础上重塑“目标–过程–结果”一致性评价体系，增加过程性与综合性考核权重。两轮教学实践表明，该改革模式有效提升了学生对土壤–肥料–作物系统的整体理解，促进其工程实践能力、问题分析能力与职业认同感的同步提升，为新农科背景下土壤肥料学及相关课程建设提供了有益参考。

Abstract: The construction of New Agricultural Science (Xin Nongke) promotes the transformation of core agricultural courses from a “knowledge-transfer model” to a “competency and literacy integration model”. As an essential foundational course in agriculture, tobacco, and horticulture, Soil Fertilization requires systematic optimization in both teaching mode and content. Existing teaching practices still face challenges, such as overemphasis on knowledge memorization, a disconnect between course content and industry needs, unclear levels of experimental teaching, a divide between online and offline resources, and a single assessment method. These issues hinder the full support of applied and interdisciplinary talent cultivation in the context of New Agricultural Science. Based on a review of related research and educational reform practices, this paper introduces the OBE (Outcomes-Based Education) concept and constructs an integrated teaching reform framework for Soil Fertilization from four dimensions: “objectives-content-implementation-evaluation”. The framework reconstructs course objectives with a learning outcome focus, emphasizing the three dimensions of “fundamental theory + technical application + problem-solving”. It optimizes the theoretical and experimental content system through “reorganization + construction”, strengthening the connection with national demands such as smart agriculture, soil surveys, and fertilizer reduction and efficiency improvement. The framework also integrates blended learning, project-based learning, and a four-in-one practical system of “classroom-experiment-training-practice” to form a multi-scenario collaborative education chain. Based on this, a consistent “objectives-process-outcome” evaluation system is redesigned with an increased focus on process and comprehensive assessments. Two rounds of teaching practice show that this reform model effectively enhances students’ overall understanding of the soil-fertilizer-crop system, promotes their engineering practice skills, problem-solving abilities, and professional identity. This research provides valuable insights for the construction of Soil Fertilization and related courses under the New Agricultural Science framework.