基于建构主义的农学生物统计学教学改革路径

Reform Path of Agronomic Biostatistics Teaching Based on Constructivism

摘要: 新农科建设对农林人才培养提出了更高要求，生物统计学作为涉农专业的核心工具性课程，在教学实践中面临学生主体性缺失、内容枯燥抽象、考核评价单一等现实困境。建构主义理论强调知识的主动建构性、社会互动性与情境依赖性，为破解上述困境提供了理论指引。本文深入探讨了建构主义理论在生物统计学教学中的必要性，并提出了创设真实问题情境、设计协作探究活动、构建多元化过程性评价体系、以实践课项目串联知识点、有机融入思政元素等五项教学改革策略。随后，以“三个水稻品种产量比较”的方差分析教学为例，详细阐述了基于建构主义的教学实施路径与学习成果评估方案。本文提出的教学改革策略为农学专业生物统计学课程教学提供了切实可行的实践指导。

Abstract: The construction of new agricultural science has set higher requirements for the cultivation of agricultural and forestry talents. As a core instrumental course for agriculture-related majors, biostatistics course faces practical difficulties in teaching practice, such as lack of student agency, tedious and abstract content, and monotonous assessment methods. Constructivist theory, which emphasizes active knowledge construction, social interaction, and contextual dependence, provides theoretical guidance for addressing these challenges. This paper explores the necessity of constructivist theory in biostatistics teaching practice. Accordingly, five pedagogical reform strategies are proposed, including creating authentic problem contexts, structuring collaborative inquiry activities, developing diversified assessment methods, connecting knowledge points through practice-oriented course projects, and integrating ideological and political education elements in an organic manner. The constructivist implementation pathway and assessment framework are subsequently detailed, grounded in the ANOVA teaching case of “yield comparison among three rice varieties.” The proposed strategies offer practical and actionable guidance for biostatistics instruction within agronomy programs.