Through the study of this course, students can identify common plants, master their habits, and have the foundation and ability for the study of subsequent courses; cultivate the ability of independent thinking and active inquiry, and lay a foundation for the sustainable development of professional ability.
"Landscape Plant Identification and Application"" is the core course of the garden technology major, which has been successively rated as a high-quality course in Chongqing colleges and universities, a high-quality resource sharing course in Chongqing and a high-quality online open course in Chongqing colleges and universities. The course is planned to be taught offline for 64 hours and online for 16 hours. It is mainly for junior college and even undergraduate students, and can also be used by social plant enthusiasts and relevant industry technicians for self-study. The course regards moral education as the foundation of education, combines with the cultivation of professional ethics, humanistic literacy and innovative consciousness, implements Xi Jinping's thought of ecological civilization, cultivates the feeling of ""great power, agriculture, rural areas and farmers"", and establishes and practices the concept of "two mountains".
Through learning, students will master the characteristics, habits, distribution and garden use of at least 200 to 300 common landscape plants, and be able to carry out plant identification, habits, allocation and other skills according to the occupational requirements of garden cultivation and maintenance.
The course teaching focuses on three aspects. First, adhere to the integration of ""class, post, competition and certificate"". According to the requirements of garden cultivation, maintenance, design and other posts, the three teaching contents of plant identification, plant habits, plant selection and allocation have been sorted out; according to the requirements of the World Horticultural Competition and the School Skills Competition, the teaching focuses of plant selection and Allocation have been sorted out and the 300 species of regional key plants have been identified; combined with the requirements of the certificate of Landscape Engineer, the knowledge of plant classification, planting design and the teaching focus of flowers and shrubs have been sorted out. Second, school-enterprise course co-construction and collaborative education. Guided by the technical needs of enterprises, the course is reconstructed to create six real-world teaching scenarios: parks, roads, residential areas, urban riverside areas, private courtyards and scenic spots. The school-enterprise cooperation has built an assessment system, abandoned the traditional mindset of passing with 60 points, and realized the integration of ""teaching, learning, exercise, practice and examination"" with a variety of exercises and practical training tasks as the carrier. Third, optional chapters such as ""Outside the Box"" and ""Encyclopedia of Easily Mixed Plants"" are added to meet the learning requirements of some students and teach students according to their aptitude."
"1. The course content is accurate and targeted.
For fostering morality and cultivating people
Quality objectives such as socialist core values and ""lucid waters and lush mountains are invaluable assets"" are integrated into the course content.
For professional standards.
With reference to the
National Standard for Landscape Engineer, combined with the enterprise post standard, the teaching content focuses on practicability and connection with subsequent courses in conjunction with enterprise mentors. For practical aspects of the area.
In view of the fact that students are more employed in Yunnan, Guizhou, Sichuan and Chongqing, the requirements for the species and characteristics of landscape plants in these areas are introduced, and the teaching is targeted.
2. Real-time update of course resources and closeness to reality
New trends of landscaping such as sponge city, 3D greening and convex glass plant are integrated into teaching. Offline teaching focuses on on-site teaching in parks, roads, residences, etc., focusing on application teaching, and effectively connecting online and offline teaching.
3. Flexible and diverse teaching methods and high involvement
Introduce classroom activities such as discussion, reading and questionnaire, and do a good job in process assessment.
Introduction of teaching assistants.
A 90-point ""driving school"" assessment model has been developed.
The mode of project teaching and case teaching is adopted for offline teaching.
4. The second classroom is rich, varied and complementary
The second classroom activities such as ""Plant Identification Expert"", ""The Most Beautiful Campus Plants in the Camera"" and ""One Leaf One World-Leaf Carving"" have been launched, which are jointly planned, organized and implemented by teachers and students."
