新农科建设背景下《园艺作物育种学》高阶课程建设路径探索

Exploration on the High-Level Course Construction Path of “Horticultural Crop Breeding” under the Background of the New Agricultural Science Construction

摘要: 新农科建设推动园艺专业向数字化、复合型、创新型人才培养转型，《园艺作物育种学》作为园艺专业核心主干课程，承担种业创新人才培育的核心职能，契合金课“两性一度”建设要求开展高阶课程改造迫在眉睫。高阶课程以高阶思维、复杂问题解决、创新实践能力培育为核心目标，当前国内《园艺作物育种学》普遍存在教学内容前沿性不足、教学模式浅层化、实践环节创新度偏低、评价体系侧重知识记忆、高阶能力培育载体缺失等现实短板，难以适配现代种业与智慧园艺产业对育种创新人才的需求。本文结合高阶课程相关理论与涉农、工科、食品类课程高阶化改革实践成果，立足《园艺作物育种学》课程属性，明晰该课程高阶性的核心内涵与建设价值，系统剖析课程现存浅层化教学困境，从三维育人目标重构、跨学科高阶教学内容革新、多元化高阶教学模式创新、产教科融合高阶实践平台搭建、多维立体高阶评价体系构建五大维度提出完整建设实施路径，并配套师资、资源、制度三重保障机制，为农林院校园艺专业核心育种类课程高阶改造、新农科种业创新人才培养提供理论依据。

Abstract: Driven by the construction of the New Agricultural Science, the horticulture major is undergoing a transition toward cultivating digital-oriented, interdisciplinary and innovative talents. As a core major course for the horticulture discipline, Horticultural Crop Breeding shoulders the essential responsibility of fostering talents for seed-industry innovation. It is therefore urgent to carry out advanced-level curriculum renovation in compliance with the “two characteristics and one advanced-level standard” for high-quality courses. Centered on cultivating students’ higher-order thinking, complex-problem-solving competence and innovative practical capabilities, advanced-level courses face multiple common deficiencies in the domestic teaching of Horticultural Crop Breeding. These drawbacks include insufficient cutting-edge teaching content, superficial teaching modes, low-innovation-degree practical sessions, knowledge-memory-oriented assessment systems and a lack of carriers for high-order competency training. Such shortcomings fail to meet the demands of the modern seed industry and smart-horticulture sector for breeding-innovative professionals. Combined with theories concerning advanced-level courses and the reform experience of advanced-level teaching in agriculture-related, engineering and food-related courses, this paper proceeds from the attributes of Horticultural Crop Breeding. It clarifies the core connotation and construction value of the course’s advanced-level attributes and systematically analyzes dilemmas brought by superficialized teaching. A complete implementation roadmap is put forward from five dimensions: reconstruction of three-dimensional talent-training objectives, renovation of interdisciplinary advanced-level teaching content, development of diversified high-order teaching modes, establishment of an industry-education-research-integrated advanced-level practice platform, and formulation of a multi-dimensional and all-round high-order evaluation system. Three supporting guarantee mechanisms covering teaching staff, educational resources and management regulations are also proposed. The research can furnish theoretical references for the advanced-level transformation of core breeding-related courses of horticulture majors in agriculture-and-forestry universities and the cultivation of seed-industry innovative talents under the New Agricultural Science framework.