【摘要】：創(chuàng)建實踐教學情境,有助于課程內(nèi)容的分類組合,建立植物類實踐教學體系;有助于加強教學內(nèi)容與實際的聯(lián)系,提高學生的認知和學習興趣;有助于打破學期式實踐教學模式,提高資源利用效率;有助于克服地方院校地理位置偏遠帶來的不利影響.園林專業(yè)植物類課程實踐教學情境創(chuàng)建,應遵循目標性、真實性、整體性、長效性、多樣性和經(jīng)濟性等原則.以長效混合花境的營造為例,說明了園林專業(yè)植物類課程實踐教學情境的具體創(chuàng)建大體需經(jīng)歷創(chuàng)建準備、具體創(chuàng)作、情境維護以及情境評價等4個階段.
[Abstract]:The creation of practical teaching situation is helpful to the classification and combination of curriculum contents, to the establishment of plant practice teaching system, to the strengthening of the connection between teaching content and practice, and to the enhancement of students' cognition and interest in learning. It is helpful to break the practice teaching mode of semester, improve the efficiency of resource utilization, and overcome the adverse effects of the remote geographical location of local colleges and universities. The establishment of practical teaching situation of plant courses in landscape architecture should follow the principles of goal, authenticity, integrity, long effect, diversity and economy. Taking the construction of long-effect mixed flower boundary as an example, the paper explains that the concrete establishment of practical teaching situation of plant courses for garden specialty needs four stages: preparation for creation, concrete creation, situation maintenance and situation evaluation.
【作者單位】： 重慶人文科技學院建筑與設計學院;
【基金】：重慶人文科技學院校級科研教改項目(15CRKZX02)
【分類號】：S688.3-4;G642.4

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