本文分析了在研究生课程植物营养学研究进展教学过程中,教学内容、教学方法和课程考核评价等方面存在的待改进之处,将POPBL模式应用于该课程教学实践效果。具体包括以问题为引导开展课程教学,优化课程教学设计,提供多元化的讨论机会,建立科学、全面的课程评估体系。同时,分析该模式在课程教学中的应用效果。实践表明,该教学模式有利于调动研究生主动学习的积极性,培养其科学精神和品质,为其后续开展科研工作等奠定良好基础。该教学模式可以为其他专业的研究生课程教学提供参考。

This article analyzed the areas for improvement in teaching content, teaching methods, course assessment and evaluation in the Research Progress in Plant Nutrition in graduate courses, applied the POPBL model to the teaching practice of this course included using questions to guide students in course learning, optimizing teaching design, providing diverse discussion opportunities, and establishing a scientific and comprehensive course evaluation system. Meanwhile, analyzed the application effect of this model in course teaching. Practice had shown that this teaching model was conducive to mobilizing the enthusiasm of graduate students for active learning, cultivating their scientific spirit and quality, and laying a good foundation for their subsequent scientific research work. This teaching model could provide reference for graduate course teaching in other majors.