Exploration of Adaptive Learning Teaching Model for Academic Postgraduates in Forest Protection Based on Digital Technology-A Case Study of the Course "Forest Microbiology"

DOI: https://doi.org/10.62517/jhet.202515532

Author(s)

Yan Aihua, Zeng Jianyong

Affiliation(s)

Hebei Agricultural University, Hebei, China

Abstract

With the in-depth advancement of ecological civilization construction and the national strategy for sustainable forestry development, cultivating high-level forest protection talents with innovative literacy and cutting-edge vision has become a core task of higher agricultural and forestry education. Traditional postgraduate teaching models have obvious limitations in addressing challenges such as differentiated knowledge backgrounds of students, accelerated iteration of cutting-edge knowledge, and prominent personalized research needs. Taking "Forest Microbiology", a core course in forest protection discipline, as the research carrier, this paper constructs an adaptive learning teaching model based on digital technology, and builds a trinity core framework of "learner module—knowledge unit module—evaluation and feedback module". Through a three-stage teaching process of "preliminary diagnosis and planning—mid-term inquiry and adaptation—late-stage deepening and creation", the dynamic optimization and precise adaptation of learning paths are realized. This model effectively improves postgraduates' depth of knowledge mastery, enthusiasm for scientific research exploration and independent learning ability, providing an operable practical paradigm for solving the problem of teaching students in accordance with their aptitude for academic postgraduates and promoting the innovation of smart education under the background of new agricultural sciences.

Keywords

Digital Technology; Adaptive Learning; Forest Protection; Postgraduate Education; Teaching Model

References

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