【摘要】 为优化植物生理学课程教学模式，本文构建了该课程线上线下混合式教学方案。该方案分课前准备、课堂学习和课后拓展3个阶段，课前依托超星学习通搭建本地化学习库，整合优质慕课资源、开发微型微课与分层试题库，借助AI助教实现精准预习引导，构建“资源筛选—定制开发—反馈优化”的资源闭环；课堂阶段采用师生“双向对流”模式，结合案例启发、分组研讨及超星学习通互动功能，强化知识深度内化，以光合作用章节为例优化教学流程，聚焦能力培养；课后推送前沿简讯与分层习题，依托AI助教与学习通平台实现精准测评，构建完整课后教学闭环。同时，配套构建“教材—延伸—前沿”三级资源矩阵，建立过程性考核与期末考核各占50%的多元评价体系。教学实践表明，该方案实施后，2022—2023级学生课程期末考试平均分从75.10分提升至81.94分，优秀率增幅达20.81%，课堂互动频次提升53%，学生专业知识理解应用能力、自主学习能力及科研思维显著提升。本文为涉农专业相关课程混合式教学改革提供参考。更多还原

【Abstract】 To optimize the teaching model of the Plant Physiology course, this paper constructed an online-offline hybrid teaching scheme for the course. The scheme was divided into 3 stages: pre-class preparation, in-class learning, and post-class expansion. Before class, a localized learning database was built based on chaoxing learning platform, high quality MOOC resources were integrated, and micro-lectures and a layered question bank were developed. An AI teaching assistant was used to realize precise preview guidance, forming a resource closed loop of “resource screening – customized development – feedback optimization”. During the in-class stage, a two-way interactive model between teachers and students was adopted. Combined with case elicitation, group discussion and interactive functions of the chaoxing learning platform, it strengthened the in-depth internalization of knowledge. Taking the chapter of photosynthesis as an example, the teaching process was optimized with a focus on ability cultivation. After class, frontier newsletters and layered exercises were delivered. Accurate assessment was realized through the AI teaching assistant and the learning platform, forming a complete post-class teaching closed loop. Meanwhile, a three-level resource matrix of “textbook – extension – frontier” was established, and a diversified evaluation system was set up in which process assessment and final examination each accounted for 50%. Teaching practice showed that after the implementation of the scheme, the average score of the final examination for students enrolled in 2022 – 2023 increased from 75.10 to 81.94, the excellence rate rose by 20.81%, and the frequency of in-class interaction increased by 53%. Students’ ability to understand and apply professional knowledge, autonomous learning ability and scientific research thinking were significantly improved. This paper provides a reference for the hybrid teaching reform of relevant courses for agriculture-related majors.更多还原