【摘要】 《兽医微生物学》是面向动物医学专业学生开设的一门专业课程，包括兽医微生物实验等辅助课程，具有较高的应用性与实践性。传统上，该课程由专任教师按章节循序渐进地讲授理论知识，学生通过结合教材中的内容进行课下的复习与巩固；兽医微生物实验则由任课教师提前准备器材或试剂等相关材料，课堂上在规定时间内完成实验内容。这种传统授课模式使教师更加专注教材理论及实验指导，忽略了从学生角度发挥的主动性与积极性。笔者从国内教学模式和美国堪萨斯州立大学（Kansas State University）兽医学院授课方式的角度进行对比，分析两种方式在《兽医微生物学》课程实施过程中的差异，为提高该课程的教学质量和激发学生高水平的科研素养提供一定启示。更多还原

【Abstract】 “Veterinary Microbiology” is a professional course for veterinary medical students, including veterinary microbiology experiments and other additive courses, has a high application and practicality. Traditionally, specific theoretical knowledge was taught by full-time teachers step by step by chapter in this course, and students review and consolidate after class by combining the content in the textbook. For veterinary microbiology experiments, the materials or reagents were prepared by teachers in advance. Then, students should complete the experiment within the specified time. This traditional teaching mode makes teachers’ pay more attention to the theory of teaching materials and experimental guidance, but ignoring the initiative and enthusiasm from the perspective of students. This article compares and analyzes the domestic teaching mode and the teaching mode of Kansas State University’s College of Veterinary Medicine, and analyzes the differences between the two methods in the implementation of the “Veterinary Microbiology” course. In order to improve the teaching quality of this course and stimulate students’ high-level scientific research literacy to supply certain enlightenment.更多还原