基于科产教融合动物传染病课程学生创新意识与实践能力培养的探索

Exploration of cultivating students' innovation consciousness and practical ability in the Animal Infectious Disease course based on the integration of research, production, and education

摘要:

动物传染病为专业核心课，以微生物引发的动物疫病为主要授课内容。在科产教融合背景下，如何提升学生的创新意识是职业教育的重要课题。因此，本文以动物传染病课程为例，根据重大动物疫病的流行现状，从典型岗位的工作流程出发，按照“岗、课、赛、证”的要求，深挖新质生产力要素，融入新科技、新业态。对接“临床兽医技术员、实验室检测员、生物安全员”岗位及“流诊、临诊、剖断、确诊、控制”工作环节，重构递进式课程模块。有机融入课程思政，精准分析学情，明确教学目标。联合校内、校外导师，校内、校外实训基地，实施线上线下混合教学，打造疫病防控教产科立体化课堂；活力课堂，任务导向，实施“课前探学(明任务)、课中践学(启思考、学知识、练技能、评效果)、课后拓学(拓应用)”的“三段六步”教学策略。最终内化了学生微生物基础知识，强化了疫病防控能力，坚定了“强农兴牧”信念。为微观课程中落实科产教融合政策，培养具有创新意识与实践应用能力的高技能人才，提供了理论基础与实践经验。

Abstract:

The Animal Infectious Disease course is a core specialized course, mainly teaching the animal diseases caused by microorganisms. In the context of the integration of research, production, and education, how to enhance students' innovation consciousness is an important issue in vocational education. Taking the Animal Infectious Disease course as an example and considering the current epidemic situations of major animal diseases, we explored the factors of new quality productive forces and incorporate new technologies and new business forms from the workflow of typical positions and follow the requirements of integrating job, course, competition, and certification. The positions of clinical veterinary technician, laboratory tester, biosafety officer and the work processes of epidemiological diagnosis, clinical diagnosis, dissection, confirmed diagnosis, and control were considered in the reconstruction of the progressive course modules. Furthermore, ideological and political education was integrated into the teaching, and the learning situations and teaching objectives were clarified. The supervisors of both the school and other schools were invited to establish training bases in and out the campus. Blended teaching was implemented, and a three-dimensional classroom for disease prevention and control education was created. A vibrant classroom being task-oriented was created, implementing the "three-stage six-step" teaching strategy of exploration before class (clarifying tasks), practicing in class (initiating thinking, learning knowledge, practicing skills, and evaluating effectiveness), and expanding after class (expanding applications). The teaching framework internalized students' basic knowledge of microbiology, strengthened their ability to prevent and control diseases, and strengthened their belief in strengthening agriculture and promoting animal husbandry. This provides a theoretical foundation and practical experience for implementing the policy of integrating research, production, and education in micro courses and cultivating high-skilled talents with innovation consciousness and practical application ability.