【摘要】 为培养高素质园艺人才，本文分析了园艺种质资源与分类课程实验教学在内容衔接、教学方式、评价体系等方面有待优化环节，并从对应维度展开改革实践。现状层面主要表现为实验学时有限且教学内容覆盖面较广，理论与实验教学衔接不畅；教学模式互动性不足，学生课堂参与积极性有待提升；评价方式过度依赖出勤率与实验报告，难以全面衡量学生知识掌握程度。基于此，本文从3个方面进行教学改革：教学内容上，构建园艺植物识别、植物与标本识别、植物器官观察分析与识别三大核心实验模块，强化理论与实践融合；教学方式上，依托智慧教学平台整合网络资源，结合案例教学深化理论联系实际，开发线上课程突破季节与地域限制，并融入思政元素实现价值引领；评价体系上，建立过程导向型考核模式，细化过程性考核指标并增设线上学习加分项。教学实践表明，改革后课程选课人数从15人增至59人，学生评教分数从89.43分提升至97.61分，“非常满意”学生占比从35.71%提高至87.27%，有效提升了课程吸引力与教学质量。本文为园艺类专业实验课程教学改革提供参考。更多还原

【Abstract】 To cultivate high quality horticultural talents, this paper analyzed the aspects to be optimized in the experimental teaching of the course Horticultural Germplasm Resources and Classification, including content connection, teaching methods, and evaluation system, and carried out reform practices from the corresponding dimensions. The current situation was mainly characterized by limited experimental class hours coupled with a wide coverage of teaching content, which resulted in poor connection between theoretical and experimental teaching; insufficient interactivity of the teaching mode, which required further improvement of students’ enthusiasm for classroom participation; and overreliance on attendance rate and experimental reports in the evaluation method, which made it difficult to comprehensively assess students’ mastery of knowledge. Based on these issues, this paper conducted teaching reforms from 3 aspects. In terms of teaching content, 3 core experimental modules were constructed, namely horticultural plant identification, plant and specimen identification, and plant organ observation, analysis and identification, to strengthen the integration of theory and practice. In terms of teaching methods, online resources were integrated by relying on intelligent teaching platforms; case-based teaching was adopted to deepen the combination of theory and practice; online courses were developed to break the restrictions of seasons and regions; and ideological and political elements were incorporated to realize value guidance. In terms of the evaluation system, a process-oriented assessment model was established, with detailed process assessment indicators and additional points for online learning added. Teaching practice showed that after the reform, the number of students taking the course increased from 15 to 59, the students’ teaching evaluation score rose from 89.43 to 97.61, and the proportion of students who expressed “very satisfied” increased from 35.71% to 87.27%, which effectively enhanced the course attractiveness and teaching quality. This paper provided a reference for the teaching reform of experimental courses in horticultural majors.更多还原