基于“手作+课程包”的植物科普实践模式探索

doi:10.11983/CBB25142

植物学报 ›› 2025, Vol. 60 ›› Issue (6): 1017-1027.DOI: 10.11983/CBB25142 cstr: 32102.14.CBB25142

基于“手作+课程包”的植物科普实践模式探索

穆丹¹^,^†, 龙洪婕¹^,^†, 陈静怡¹, 胡心怡¹, 方世涛¹, 周琪¹, 步佳豪¹, 白雅茹¹, 张原蓉¹, 尚钰祺¹, 石旌男¹, 赫倩文¹, 毕晨悦¹, 张欣燕², 秦华光¹, 饶玉春²^,^*(), 孙廷哲¹^,^*()

¹ 安庆师范大学生命科学学院, 安徽省皖西南生物多样性保护与特色资源利用重点实验室, 安徽省新型研发机构安庆市林技创新研究院, 安庆 246133
² 浙江师范大学生命科学学院, 金华 321004

收稿日期:2025-08-07 接受日期:2025-09-30 出版日期:2025-11-10 发布日期:2025-10-22
通讯作者: 饶玉春,孙廷哲
作者简介:穆丹, 博士, 教授, 博士生导师。安徽省教坛新秀, 安徽省研究生导师师德标兵, 安徽省教科文卫体系统师德先进个人。主持国家自然科学基金1项。以第一作者或通讯作者身份在The Crop Journal、Plants及Plant Growth Regulation等期刊发表论文20余篇。荣获安徽省教学成果二等奖1项、三等奖3项。指导学生获“中国国际大学生创新大赛”、“挑战杯”全国大学生课外学术科技作品竞赛等国家级和省级奖项20余项。
第一联系人：
†共同第一作者
基金资助:
教育部学位与研究生教育发展中心主题案例(ZT-2410372012);安徽省教学创新团队(2024cxtd089);安徽省社会实践示范课程(研究生教育)(2023shsjsfkc022);安徽省社会实践一流课程(2023shsj019);安徽省教研项目(2024jyxm0279);安徽省创新创业实践项目(研究生教育)(2023cxcysj141);安徽省创新创业实践项目(研究生教育)(2024cxcysj148)

Exploring a Plant Science Popularization Practice Model Based on “Hands-on + Curriculum Package”

Dan Mu¹^,^†, Hongjie Long¹^,^†, Jingyi Chen¹, Xinyi Hu¹, Shitao Fang¹, Qi Zhou¹, Jiahao Bu¹, Yaru Bai¹, Yuanrong Zhang¹, Yuqi Shang¹, Jingnan Shi¹, Qianwen He¹, Chenyue Bi¹, Xinyan Zhang², Huaguang Qin¹, Yuchun Rao²^,^*(), Tingzhe Sun¹^,^*()

¹ Anqing Forestry Science and Technology Innovation Research Institute, a New R & D Institution of Anhui Province, Key Laboratory of Biodiversity Conservation and Characteristic Resources Utilization in Southwest Anhui, College of Life Sciences, Anqing Normal University, Anqing 246133, China
² College of Life Sciences, Zhejiang Normal University, Jinhua 321004, China

Received:2025-08-07 Accepted:2025-09-30 Online:2025-11-10 Published:2025-10-22
Contact: Yuchun Rao, Tingzhe Sun
About author:First author contact:
†These authors contributed equally to this paper

摘要/Abstract

摘要： 在公众科学素养日益提升的背景下, 高校凭借其丰富的科研资源和人才优势, 已成为推动科普工作的核心力量。然而, 现有的科普教育体系仍面临发展不均衡及参与度低等问题。该研究立足已有实践, 遵循体验式学习理论, 构建“手作体验-科学反思-概念建构-迁移传播(HRCT)”四维科普路径, 提出“手作+课程包”模式, 系统开发文创教具、模块化课程与分层活动, 形成产品-课程-活动一体化范式, 完成从做中学到科学传播与应用的完整闭环, 为破解高校科普转化困境提供了可复制和可扩散的实践范式。

关键词: 课程包, 体验式学习, 手作活动, 植物科普

Abstract: Amidst the rising demand for public scientific literacy, universities have emerged as a core force in advancing science communication, leveraging their abundant research resources and talent advantages. However, the existing science education system still faces challenges such as uneven development and low participation rates. Building upon existing practices and guided by experiential learning theory, this study proposes a four-dimensional science communication pathway: “hands-on experiences-reflection on science-concept construction-transfer and dissemination (HRCT)” four-dimensional science literacy pathway. It proposes a “hands-on activities + curriculum package” model, systematically developing cultural and creative teaching aids, modularized courses, and tiered activities. This forms an integrated “product-curriculum-activity” paradigm, completing the full cycle from “learning by doing” to “science communication and application”. It provides a replicable and scalable practical model for overcoming the challenges of translating science literacy initiatives within universities.

Key words: curriculum package, experiential learning, hands-on activities, plant science popularization

穆丹, 龙洪婕, 陈静怡, 胡心怡, 方世涛, 周琪, 步佳豪, 白雅茹, 张原蓉, 尚钰祺, 石旌男, 赫倩文, 毕晨悦, 张欣燕, 秦华光, 饶玉春, 孙廷哲. 基于“手作+课程包”的植物科普实践模式探索. 植物学报, 2025, 60(6): 1017-1027.

Dan Mu, Hongjie Long, Jingyi Chen, Xinyi Hu, Shitao Fang, Qi Zhou, Jiahao Bu, Yaru Bai, Yuanrong Zhang, Yuqi Shang, Jingnan Shi, Qianwen He, Chenyue Bi, Xinyan Zhang, Huaguang Qin, Yuchun Rao, Tingzhe Sun. Exploring a Plant Science Popularization Practice Model Based on “Hands-on + Curriculum Package”. Chinese Bulletin of Botany, 2025, 60(6): 1017-1027.

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链接本文: https://www.chinbullbotany.com/CN/10.11983/CBB25142

https://www.chinbullbotany.com/CN/Y2025/V60/I6/1017

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参考文献 41

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科普主题	主题内涵
非遗工艺	聚焦非物质文化遗产工艺, 系统介绍传统工艺与植物载体的结合, 通过对工艺的呈现与解读弘扬传统文化
标本画作	以植物和植物标本为元素进行艺术创作, 旨在引导儿童认识植物形态、结构、功能等基础知识, 同时在创作过程中激发儿童对自然与科学融合的探索欲望
植趣手作	强调将植物素材与日常生活用品相结合, 以儿童自主制作实用性、生活化物品为主要活动形式, 提升儿童审美能力和动手能力
植萃手作	适用于具备一定科学知识和动手能力的高年级儿童, 涵盖更高级的科学原理与技能要求, 促进高年级儿童提升科学探究能力
植妙实验	以植物为实验材料设计开展一系列科学实验, 阐释生活现象背后蕴含的科学原理, 培养儿童的科学思维及观察问题和解决问题的能力

科普主题	主题内涵
非遗工艺	聚焦非物质文化遗产工艺, 系统介绍传统工艺与植物载体的结合, 通过对工艺的呈现与解读弘扬传统文化
标本画作	以植物和植物标本为元素进行艺术创作, 旨在引导儿童认识植物形态、结构、功能等基础知识, 同时在创作过程中激发儿童对自然与科学融合的探索欲望
植趣手作	强调将植物素材与日常生活用品相结合, 以儿童自主制作实用性、生活化物品为主要活动形式, 提升儿童审美能力和动手能力
植萃手作	适用于具备一定科学知识和动手能力的高年级儿童, 涵盖更高级的科学原理与技能要求, 促进高年级儿童提升科学探究能力
植妙实验	以植物为实验材料设计开展一系列科学实验, 阐释生活现象背后蕴含的科学原理, 培养儿童的科学思维及观察问题和解决问题的能力

活动层次	层次内涵	代表活动
启蒙层(3-6岁)	以感官探索为核心, 满足儿童在认知发展阶段对具象化学习的需求	植物拓印
发展层(7-9岁)	侧重原理实践, 在活动过程中培养操作技能, 强化动手能力	叶脉书签
进阶层(10-12岁)	强调科学原理的应用, 解释生活中常见现象背后的原理, 增加前科学认识, 提升心智技能	植物精油

活动层次	层次内涵	代表活动
启蒙层(3-6岁)	以感官探索为核心, 满足儿童在认知发展阶段对具象化学习的需求	植物拓印
发展层(7-9岁)	侧重原理实践, 在活动过程中培养操作技能, 强化动手能力	叶脉书签
进阶层(10-12岁)	强调科学原理的应用, 解释生活中常见现象背后的原理, 增加前科学认识, 提升心智技能	植物精油

Kolb阶段	变量命名	本案例做法	可替代做法
具体体验	手作体验(H)	体验蓝晒叶脉做法	体验活动, 动手操作
反思观察	科学反思(R)	叶脉遇光变蓝色	以问题串形式追问, 引发反思
抽象概念化	概念建构(C)	铁盐光化学反应	将个体归纳形成科学抽象概念
主动实验	迁移传播(T)	制作蓝晒叶脉书签或蓝晒日用品摆件	再次验证概念

基于“手作+课程包”的植物科普实践模式探索

Exploring a Plant Science Popularization Practice Model Based on “Hands-on + Curriculum Package”

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