空天信息背景下遥感科学与技术交叉类一级学科《热红外遥感》课程建设与教学改革研究

Research on Course Construction and Teaching Reform of “Thermal Infrared Remote Sensing” in the Interdisciplinary First-Level Discipline of Remote Sensing Science and Technology in the Context of Aerospace Information

摘要: 空天信息产业的迅速发展对遥感科学与技术人才培养提出了更高要求。作为交叉类一级学科，其研究生课程体系建设亟须回应学科交叉融合与产业应用导向的双重挑战。《热红外遥感》是遥感科学与技术专业研究生的一门特色专业选修课，在课程定位、教学内容、教学模式与课程思政等方面进行了系统性建设与改革探索。本文基于河北地质大学《热红外遥感》研究生课程的教学实践，从课程目标定位、内容体系重构、教学方法创新、考核评价优化和课程思政融入五个维度，系统阐述了课程建设的理念与路径。在系统梳理国内外相关文献及教育理论的基础上，凝练出本课程在“理论–方法–应用”主线贯通、高比例探究式讨论驱动、以及思政与专业知识多层级融合三方面的独特创新。实践表明，以“理论–方法–应用”为主线、以“讲授–讨论–探究”为驱动的课程设计，能够有效提升研究生的理论素养、科研能力与创新思维，可为空天信息背景下遥感交叉学科研究生课程建设提供可借鉴的经验。

Abstract: The rapid development of the aerospace information industry has raised higher requirements for talent cultivation in remote sensing science and technology. As an interdisciplinary first-level discipline, the construction of its graduate curriculum system must urgently respond to the dual challenges of interdisciplinary integration and industry application orientation. “Thermal Infrared Remote Sensing” is a featured elective course for graduate students majoring in remote sensing science and technology. Systematic construction and reform have been carried out in terms of course positioning, teaching content, teaching mode, and curriculum ideological and political education. Based on the teaching practice of the “Thermal Infrared Remote Sensing” graduate course at Hebei GEO University, this paper systematically expounds the concept and pathway of course construction from five dimensions: course objective orientation, content system reconstruction, teaching method innovation, assessment optimization, and integration of curriculum ideological and political education. On the basis of systematically reviewing relevant domestic and international literature and educational theories, this paper further identifies three distinctive innovations of the course: the integration of the “theory-method-application” thread, the high-proportion inquiry-based discussion mechanism, and the multi-level integration of ideological-political elements into professional knowledge. Practice shows that a course design centered on the main line of “theory-method-application” and driven by “lecture-discussion-inquiry” can effectively enhance graduate students’ theoretical literacy, scientific research ability, and innovative thinking. It provides referable experience for the construction of graduate courses in the interdisciplinary field of remote sensing under the background of aerospace information.