| 摘要: |
| 德国亚琛工业大学生态实习包括认识实习、短途实习和远程实习3类.在详细介绍远程实习课程"生态学野外实习"的实习过程、内容、教学方法、教学实施等情况的基础上，通过对实习学生的问卷调查，采用野外实习综合评估指标体系和评价模型，对实习进行教学评估，模型评价表明本次实习整体教学质量较好，属"优"等级.模型评价结果与学生对实习的评价一致.与国内学生生态实习对比分析发现，亚琛工业大学的生态实习具有很多值得借鉴的优点：多种类型实习相结合，以科学问题为主导；吸收社会教育资源，充实实习内容；精选实习地点，实习设备准备充分，突破无实习基地的局限；实习时间充裕、紧凑，实习安排人性化. |
| 关键词: 生态实习 教学评估 问卷调查 教学反馈 评价模型 |
| DOI：10.13718/j.cnki.xsxb.2019.10.020 |
| 分类号:G642.44 |
| 基金项目:重庆市高等学校教学改革研究重点项目（132091）. |
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| Teaching Process and Evaluation of Ecological Field Practice in RWTH Aachen University, Germany |
|
WANG Qiang, Roβ-Nickoll Martina, WANG Zhi-jian, ZHANG Yao-guang1,2
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1. Key laboratory of Freshwater Fish Reproduction and Development(Ministry of Education), Key Laboratory of Aquatic Science of Chongqing, School of Life Sciences, Southwest University, Chongqing 400715, China;2.
2. Institute for Environmental Research(Biology V), RWTH Aachen University, Aachen 52074, Germany
|
| Abstract: |
| Ecological field practice in RWTH Aachen University (Germany) includes three types:cognition practice, short-distance practice and long-distance practice. This study exhaustively introduced process, content, teaching methods, and implementation of long-distance practice with the name ‘Ecological excursion’. We use an evaluation model to assess the entire teaching process of long-distance practice by questionnaire investigation. The result of assessment indicated that quality of the entire teaching process of long-distance practice reach ‘excellent’ level, which was consistent with subjective evaluation of the student. Several advantages of ecological field practice in RWTH Aachen University (Germany) were found to improve similar practice in China, including combining various types of practice and taking scientific issues as the leading factor, absorbing social education resources and enriching practice content, careful selection of practice location and equipments to break through the limitations of no practice base and ample, compact and humanized practice schedule. |
| Key words: ecological excursion teaching evaluation questionnaire teaching feedback evaluation model |
