《药用植物学》是中药学类专业的核心课程,涵盖药用植物的识别与鉴定,具有较强的理论性、实践性与直观性。SPOC课旨在通过个性化教学来激发学生的学习兴趣与学习主动性,达到教学质量和学习效果的同步提升。目前SPOC评价体系仍存在互动性不足、评价主体单一及评价标准片面等问题。为解决这些问题,本文将课程思政的设计与实施融入《药用植物学》SPOC课全过程,并利用现代信息技术,构建了多元主体参与的评价体系。这不仅可以提高学生利用所学知识和技能在真实工作场景中解决中医药实际问题的能力,而且能多维度内化其人生价值观,推进课程思政与专业技能培养深度融合、同向同行。提高《药用植物学》课程教学质量的同时,也为其他学科的评价体系提供有意义的借鉴与参考。Medicinal Botany is the core course of Chinese pharmaceutical major, covering the identification and identification of medicinal plants, with strong theory, practice and intuitiveness. SPOC course aims to stimulate students’ interest in and initiative in learning through personalized teaching so as to achieve the simultaneous improvement of teaching quality and learning effect. At present, SPOC evaluation system still has some problems, such as a lack of interaction, single evaluation subject and one-sided evaluation criteria. In order to solve these problems, this paper integrates the design and implementation of curriculum ideology and politics into the whole process of SPOC course of Medicinal Botany, and uses modern information technology to construct an evaluation system involving multiple subjects. This can not only improve the ability of students to solve practical problems of traditional Chinese medicine in real work scenarios by using the knowledge and skills they have learned, but also internalize their life values in multiple dimensions, and promote the deep integration of ideological and political education and professional skills training in the course. While improving the teaching quality of “Medicinal Botany”, it also provides a meaningful reference for the evaluation system of other disciplines.
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