植物学报 ›› 2025, Vol. 60 ›› Issue (4): 656-663.DOI: 10.11983/CBB25031  cstr: 32102.14.CBB25031

• 教学研讨 • 上一篇    

基于“以赛促创”的植物科学领域创新型人才培养实践

魏梦璐, 李锦粤, 饶玉春*()   

  1. 浙江师范大学, 金华 321004
  • 收稿日期:2025-02-28 接受日期:2025-04-02 出版日期:2025-07-10 发布日期:2025-04-02
  • 通讯作者: *饶玉春, 博士/博士后, 教授, 博士生导师。“双龙学者”特聘教授, 浙江省“高校领军人才培养计划”高层次拔尖人才(2022年), 金华市青年拔尖人才(2023年), 浙江省发明协会理事、植物遗传专业委员会副主任, 中国作物学会会员, 浙江省遗传学会会员。主要从事水稻等禾谷类作物的分子遗传学研究。以第一作者或通讯作者身份在Science Bulletin和New Phytologist等国际权威期刊上发表论文80余篇, 以合作者身份在Nature Plants和Proceedings of the National Academy of Sciences of the United States of America等期刊发表论文30余篇。主持转基因国家重大专项子课题、国家自然科学基金和浙江省自然科学基金等项目。授权国家发明专利25项(第一完成人)。E-mail: ryc@zjnu.cn
  • 基金资助:
    2025年浙江师范大学校级教学改革项目

Cultivating Innovative Student Talents for Plant Science Through the Program of “Promoting Innovation by Competition”

Menglu Wei, Jinyue Li, Yuchun Rao*()   

  1. Zhejiang Normal University, Jinhua 321004, China
  • Received:2025-02-28 Accepted:2025-04-02 Online:2025-07-10 Published:2025-04-02
  • Contact: *E-mail: ryc@zjnu.cn

摘要: 高校作为培养高素质人才的重要基地, 承担着通过推动教育模式改革培养创新型人才的使命。高校植物科学领域创新型人才传统培养模式存在教学形式与内容陈旧、理论与实践相分离、培养模式不规范以及评价体系不合理等结构性短板。学科竞赛作为深化教学改革的重要载体, 在创新意识、创新思维、创新精神及创新素质与能力4个层面, 对学生创新潜能的激发与创新能力的锻炼具有显著的推动作用。该文以浙江师范大学生命科学学院本科生培养模式为例, 探讨如何将学科竞赛有机融入植物科学领域创新型人才培养方案, 从课程建设、管理体系、师资队伍、激励与评价机制等多角度提出了具体的实施策略, 并展示了育人实践成效, 以期为同类院校植物科学领域创新型人才培养提供借鉴参考。

关键词: 学科竞赛, 创新教育改革, 创新型人才培养, 植物科学

Abstract: With the mission of fostering talented graduates with innovative skills and knowledge, colleges and universities are the primary base for providing innovative educational models. The traditional high-education model in the field of plant science is not well suited for innovative student talent development due to its structural deficiencies such as obsolete teaching forms and contents, the dissociation between theoretical teaching and practice, non-standardized training processes, and irrational evaluation systems. As an important vehicle for promoting in depth teaching reform, subject teaching competitions exert a remarkable impact in stimulating students’ innovative potential and practicing their innovative skills at four levels: consciousness, thinking, spirit, and quality. This paper takes the undergraduate training program in College of Life Sciences in Zhejiang Normal University as an example to explore how to incorporate teaching competitions into the innovative talent training programs in plant science. Specific implementation strategies were proposed from multiple perspectives such as curriculum construction, management system, teaching staff, incentive and evaluation mechanisms. The effects of our college’s educational practice is summarized. This work provides a reference for the training of innovative student talents in plant science in similar institutions.

Key words: subject competition, innovative educational reform, cultivation of innovative talents, plant science