基于“手作+课程包”的植物科普实践模式探索
共同第一作者
收稿日期: 2025-08-07
录用日期: 2025-09-30
网络出版日期: 2025-10-22
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”
These authors contributed equally to this paper
Received date: 2025-08-07
Accepted date: 2025-09-30
Online published: 2025-10-22
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[J]. 植物学报, 2025 , 60(6) : 1017 -1027 . DOI: 10.11983/CBB25142
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.
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