新农科背景下《园艺植物生物技术》课程教学改革与实践——以广西大学为例

Curriculum Reform and Practice of Plant Biotechnology in Horticulture under the Context of New Agricultural Science Education—A Case Study of Guangxi University

摘要: 在新农科建设全面推进与乡村振兴战略深入实施背景下，高等农林院校园艺人才培养面临新的目标与要求，亟需培养兼具现代生物技术应用能力、产业实践能力与知农爱农情怀的复合型创新人才。《园艺植物生物技术》作为园艺专业兼具理论性与实践性的核心课程，在实际教学过程中仍存在教学内容更新滞后、教学模式较为传统、实践教学体系薄弱、考核评价方式单一以及课程思政融入不够深入等问题，难以满足新农科背景下高素质园艺人才培养需求与现代园艺产业高质量发展要求。本文以广西大学农学院园艺专业教学实践为基础，围绕教学内容体系优化、课堂教学模式创新、实践教学平台建设、考核评价机制改革及课程思政融合五个核心维度，系统开展课程教学改革与实践探索。通过推进理实融合、科教协同与产教融合，构建多层次、全过程育人体系，全面提升课程教学质量与人才培养成效。教学改革实践表明，学生学习兴趣、实践操作能力及创新思维能力显著提升，课程教学效果持续优化，课程思政育人功能得到有效发挥。相关改革经验可为农林院校园艺类专业核心课程教学改革提供参考与借鉴。

Abstract: Against the backdrop of the comprehensive advancement of New Agricultural Science education and the in-depth implementation of the Rural Revitalization Strategy, horticultural education in agricultural and forestry universities is confronted with new objectives and requirements. There is an urgent demand for cultivating interdisciplinary and innovative talents with integrated competencies in modern plant biotechnology applications, practical industry-oriented skills, and a strong sense of commitment to agriculture, rural development, and farmers. Plant Biotechnology in Horticulture, as a core curriculum characterized by both theoretical rigor and strong practical orientation in horticulture programs, still exhibits several limitations in current instructional practice, including outdated teaching content, relatively traditional instructional approaches, a weak practical teaching system, monotonous assessment methods, and insufficient integration of ideological and political education. These issues constrain the effective cultivation of high-quality horticultural talents and remain insufficient to meet the requirements of modern horticultural industry development under the framework of New Agricultural Science education. Based on instructional practice in the College of Agriculture, Guangxi University, this study systematically explores curriculum reform from five key dimensions: optimization of curriculum content, innovation of teaching methodologies, construction of practical teaching platforms, reform of assessment and evaluation mechanisms, and integration of curriculum-based ideological and political education. By promoting the integration of theory and practice, the synergy between science and education, and the integration of industry and education, a multi-level and whole-process education system has been established, thereby enhancing teaching quality and talent cultivation outcomes. The reform practice demonstrates that students’ learning engagement, practical operational competence, and innovative thinking abilities have been significantly improved. Meanwhile, overall teaching effectiveness and the educational impact of curriculum-based ideological and political education have been substantially strengthened. The findings of this study provide a useful reference for the reform of core horticultural curricula in agricultural and forestry universities.