目前，关于一体化教学问题的研究，大家探讨比较多的都是职业教育改革中的一体化问题，强调在整合理论教学和实践教学各环节的基础上如何实现实践教学的一体化，从而提高学生的实践操作能力进而提升就业率，而关于普通高等院校本科“一体化”教学方面的问题则鲜有研究。笔者结合海南大学农林经济管理专业试行的“五步”教学新模式的改革实践，探讨高校开展实践理论教学一体化的相关问题。

at present，about the integration teaching research，everyone study more are vocational education reform of the integration problem，emphasizes the integration of theory teaching and practice teaching on the basis of each link how to realize the integration of practice teaching，So as to improve the students' practical ability and enhance the employment rate，and about ordinary undergraduate course colleges and universities“integration”Teaching problems there was little research。The author hainan university of agriculture and forestry economic management specialty of the trial“Five steps of”a new mode of teaching reform practice，Discuss the theory in the practice teaching of the related problems of integration。

本科教学“一体化”的概念及其特点 Undergraduate teaching“integration”The concept and characteristic of

　　“一体化”一词的英文为“integration”，根据牛津英语词典的释义，可以理解为“将几个部分通过一定的方式连成一个整体”，最早出现在20世纪40年代末的西欧。进入70年代以后，一体化的概念才逐渐明确和规范起来，并涉及地理、经济和政治等多个领域。关于“一体化教学”，不同的学者表述各有不同，归纳起来主要有两种：一是认为一体化教学是一种方法，是实践教学的一种形式；二是认为一体化教学是将理论教学和操作技能训练有机地结合起来的一种教学模式。以上关于一体化教学的定义都仅仅是围绕职业教育来谈的，我们结合普通高等院校本科教育的培养目标，在综合学者们意见的基础上，重新对本科一体化教学作一个新的表述：本科一体化教学是指以提高学生创新意识、科学素养、实践精神和团队合作精神为目标，整合理论教学与实践教学的各个环节，实现课程理论知识与实践知识在组织方式、知识排序方式以及知识习得方式上有机融合的教学改革活动。

“integration”a word for english“integration”，according to the definition of the Oxford english dictionary，Can be understood as“Will a few parts through the certain way to connect a whole”，The first appeared in the 1940 s of Western europe。In the 70 s，The concept of integration to gradually clear and standard up，and related to geographical、economic and political, and other fields。about“Integration teaching”，Different scholars have different expression，To sum up there are two major kinds of：One is that the integration teaching is a kind of method，Is a form of practice teaching；The second is that the integration teaching is the theoretical teaching and the operation skill training organically is a kind of teaching mode。above about the definition of the integration teaching can only be professional education around to talk about，We combined with ordinary institutions of higher learning of undergraduate education training objectives，In the comprehensive scholars on the basis of the opinions，back to the undergraduate integration teaching a new expression：The integration of undergraduate course teaching is to point to in order to improve students' innovation consciousness、Scientific literacy、Practice spirit and teamwork spirit as the goal，Integration of theory teaching and practice teaching each link，Realize curriculum theory knowledge and practice knowledge in organization way、Knowledge sorting method and knowledge acquisition methods of organic integration of the activities of teaching reform。

　　和传统的本科教学模式相比，一体化教学具有其鲜明的特点：一是在教学内容上，将理论教学和实践教学的内容或合二为一、或环环相扣从而组成一个有机整体来施教，有效避免二者的分离和脱节；二是在教学方式上，打破传统理论课与实践课由于人为划分而造成的时间和空间段的严格划分，从而实现理论课与实践课在时间和空间上的结合；三是在师资队伍上，授课老师均是具备既能完成理论教学又能完成实践教学任务的，具备丰富教学经验又有较强科研能力的“双师型”教师；四是在学生层面上，一体化教学大大提高了学生学习的积极性、主动性和创造性，促使学生从被动学习向主动学习转变，从“高分低能”向“高分高能”转变。

and the traditional undergraduate teaching mode to compare，The integration teaching has its distinct characteristics：One is in the teaching content，The theoretical teaching and the practice teaching content or close 2 for one、Or all linked with one another so as to form a organic whole to teaching，avoid effectively the separation and disrupted；The second is for teaching methods，To break the traditional theory and practice class due to human division and cause of time and space of the period of strict division，So as to realize the theory and the practice course in time and space combination；The third is in the teachers' team，The instructor are all have already can complete theoretical teaching and can complete the task of practice teaching，Have rich teaching experience and strong scientific research ability“double-quality”The teacher；The fourth is in students' level，The integration teaching greatly improving the students' learning enthusiasm、Initiative and creativity，Make students from passive learning to active learning transformation，from“High scores low energy”to“High scores high energy”transformation。

践行“五步”教学新模式：实现理论实践教学“一体化”的有效途径 practice“Five steps of”New teaching mode：Realize theory practice teaching“integration”The effective way of

　　高等教育的基本任务是培养具有创新精神和实践能力的高级专门人才。理论源于实践，创新来自实践。实践教学和理论教学是本科教学相互支撑的统一体系。为推进本科一体化教学进程，实现学科的内涵式特色化发展，海南大学农林经济管理专业经过不断的探索，推出了“五步”教学新模式的试点改革，初步实现了本科生理论教学与实践教学环节、学生理论学习与素质和能力培养、教师教学与科研一体化和系统化。

Higher education basic task is to cultivate innovative spirit and practice ability of senior specialized talents。Theory comes from practice，Innovation comes from practice。The practice teaching and the theoretical teaching is undergraduate course teaching a unified system to support each other。In order to promote the integration of undergraduate course teaching process，To realize the discipline connotation characteristic development，Hainan university of agriculture and forestry economic management professional after continuous exploration，launched“Five steps of”New teaching mode of pilot reform，Preliminary realized the undergraduate of theory teaching and practice teaching link、Students' theoretical study and quality and ability training、Teachers' teaching and scientific research integration and systematization。

　　结合海南大学农林经济管理专业的专业基础和学科特色，我们创新性地推出了“五步”教学新模式，以推动本专业理论和实践教学的一体化。具体来说就是指我们安排五个层次的教学环节，环环相扣，相互融合，有特色有质量完成整个专业4年的理论和实践教学，实现本科教学的一体化。具体地讲，该教学模式的步骤如下：A：专业理论知识B：实验训练C：创新课题、参加教师的科研项目D：实习、实践和社会调查E：学生社会实践报告、毕业论文、教师课题成果发表或出版，详见图1。

Combined with hainan university of agriculture and forestry economic management major's basis and subject characteristics，We innovation to promote“Five steps of”New teaching mode，In order to promote the professional theory and practice teaching integration。Specifically means we arrange five levels of teaching link，all linked with one another，Mutual fusion，Distinctive quality have complete the whole professional four years of the theory and the practice teaching，To realize the integration of the undergraduate course teaching。Concretely speaking，The teaching mode of procedure is as follows：a：Professional theory knowledge b：experimental training C：Innovation subject、Participate in teachers' scientific research project D：practice、Practice and social survey e：Students social practice report、Graduation thesis、The teacher subject published or publishing，See figure 1。

　　第一步即“A：专业理论知识的学习”，也就是传统意义上的课堂理论授课，但在授课内容和授课方法上却有所改革和创新。在教学内容上，我们要求教师与时俱进，把最新的学科前沿动态和最新的新闻资讯有机融合到理论知识与教材授课中来，把自己的科研创新和科研成果有效应用到日常的理论与实践教学中来；在授课方法上，倡导启发式、探究式、讨论式和参与式的教学，教师更多的时候是担当主导的角色，引导学生积极主动地参与。在很多教学环节中，学生逐渐由被动变主动，由客体变主体，学生与学生之间、学生与教师之间充分交流，相互切磋，共同推进别开生面的课程教学。本环节的教学活动从第2学期开始安排，贯穿7个学期，并在第4-7学期重点安排。

The first step is“a：Professional theory knowledge learning”，also is the traditional classroom teaching theory，but in teaching contents and methods of teaching is to reform and innovation。In the teaching content，We requires teachers to keep pace with The Times，The latest frontier dynamic and the latest news information organic fusion to theory knowledge and teaching materials to teaching，His own scientific research innovation and scientific research achievements effective applied to daily theory and practice teaching；In teaching method，advocate heuristic、inquiry、Teaching.to and participatory teaching，The teacher more bear dominant role，Lead the students actively participate in。In many in the teaching link，Students from passive gradually become active，The object variable subject，between students and students、Students and teachers communicate between，exchanging views，break a new path to jointly promote the course teaching。This link teaching activities from the second semester beginning arrangement，Through seven term，and in the fourth - 7 term key arrangement。

　　第二步即“B：实验训练”，也就是传统意义上的实验室教学。我们给这一环节的教学命名为“早进实验室”，意即让学生更早更充分地利用实验室。为此，我们非常重视实验室的硬、软件建设。在硬件方面，多方争取实验室建设经费，更新扩建实验室，着力提高实验室的硬件设施和改善实验室条件；在软件方面，派相关成员到国家级实验示范中心考察学习，借鉴他人的经验，提高实验教学水平，构建新型的实验教学体系；淡化课堂教学与实验教学的界限，有机融合理论教学和实验教学；拓宽实验教学的覆盖面、优化实验教学的师资队伍，并建立实验教学评估体系等。本环节的教学活动从第2学期开始安排，贯穿7个学期，并在第3-7学期重点安排。

The second step is“b：experimental training”，also is the traditional laboratory teaching。We give this link teaching named“early into the lab”，Means to let the students more early to make full use of the laboratory。therefore，We pay much attention to the laboratory hard、Software construction。In the hardware，For the laboratory construction funds，Update expansion laboratory，Strive to improve laboratory hardware facilities and improve the laboratory condition；In software，Send relevant members to national experimental demonstration center study，Reference to the experience of others，Improve the teaching level，establishing a new experiment teaching system；Desalination classroom teaching and experimental teaching boundaries，Organic fusion theory teaching and experiment teaching；broaden the coverage of the experimental teaching、Optimizing experiment teaching faculty，and to establish the experimental teaching evaluation system, etc。This link teaching activities from the second semester beginning arrangement，Through seven term，and in the third - 7 term key arrangement。

　　第三步即“C：创新课题、参加教师的科研项目”，这是我们比较有特色的一个教学环节，我们给之命名为“早进课题、早进团队”，意即让更多的学生更早加入专业老师的科研课题和团队中来，能更早地知道如何运用所学理论知识分析和解决现实问题。“早进课题、早进团队”是指组成了由有在研项目的教师挂帅，本专业的研究生和本科生共同参与，即“课题负责人+研究生+本科生”的课题和团队运行模式。本专业针对不同的结构层次（教师、研究生或本科生）加以分层次管理，并根据不同的团队成员采取个性化的激励机制，物质和精神激励相结合，以精神激励为主。

The third step is“C：Innovation subject、Participate in teachers' scientific research projects”，This is our more characteristics a teaching link，We give the named“early into the subject、early into the team”，Which means that let more students join earlier professional teacher's scientific research and team，Can be more early know how to use what they have learned knowledge theory analyzing and solving the problem。“early into the subject、early into the team”Refers to the composition by a of the research project of teachers reappearance，This professional graduate and undergraduate student participation，namely“a research project + + undergraduate graduate students”Subject and team operation mode。This professional according to different levels of the structure（The teacher、Graduate or undergraduate）To hierarchically management，and according to the different team members take personalized incentive mechanism，Material and spirit motivation should be combined，Spiritual stimulation to give priority to。

　　为提高该环节的教学效果，激发学生的参与热情，我们定期举办“热带农业经济管理学术论文大赛”，对获奖文章推荐发表，以鼓励学生利用参与教师课题研究的所获所学所感，结合专业理论知识，学习如何撰写专业学术论文，并参加比赛。为提高教师的科研水平和学术研究指导能力，推动本专业科研团队的建设，我们定期组织“热带农林经济管理学术沙龙”，为本专业的教师和学生搭建一个可以互相讨论、交流、学习和碰撞的学术平台。本环节的教学活动从第3学期开始安排，贯穿6个学期，并在第4-7个学期重点安排。

In order to improve the teaching effect of the link，Stimulate the students' participation enthusiasm，We regularly organize“Tropical agricultural economy management academic thesis contest”，The article recommended to published，To encourage students to participate in teachers use research earned feel what they have learned，Combined with professional theory knowledge，Learn how to write a professional academic paper，and participate in the competition。In order to improve the teachers' scientific research level and academic research guidance ability，Push forward the construction of the professional scientific research team，We organize regular“Tropical agriculture and forestry economic management academic salon”，For the professional teachers and students build a can talk to each other、communication、Learning and collision academic platform。This link teaching activities from the third term beginning arrangement，Through six term，and in the fourth - seven term key arrangement。

　　第四步即“D：实习、实践和社会调查”，这也是我们比较有特色的一个教学环节，我们给之命名为“早进基地”，意即让更多的学生更早地参加到与本专业相关的实习和实践活动中来。我们充分利用各种社会资源，和校外企事业单位合作建立学生实习实践基地。到目前为止，与6家企事业单位签署了合作建设农林经济管理专业学生实习实践教学基地的协议，在华南地区的20余个农场设有本专业的学生实习和教师科研点，初步形成了特色鲜明的“产学研”基地。

The fourth step is“D：practice、Practice and social investigation”，This is also our more characteristics a teaching link，We give the named“early into the base”，Means let more students to take part in the earlier with the professional related practice and practice activities。We make full use of various kinds of social resources，and external enterprises and institutions to establish the students practice practice base。So far，and six enterprises signed a cooperative construction of agriculture and forestry economic management major students practice practice teaching base of the agreement，In south China are more than 20 a farm with the professional internships for students and teachers' scientific research point，The initial formation of the distinctive characteristics of“combination”base。

　　为提高该环节的教学效果，提高学生运用专业理论知识分析和解决现实问题的能力，培养学生的创新意识和团队精神，从2008年开始，我们每年定期举办“农林经济管理专业案例分析大赛”。在案例分析大赛的选题上，倡导学生优先考虑来自实习实践基地的案例，并要求学生在到实习实践基地实地考察、调研和分析的基础上完成。

In order to improve the teaching effect of the link，Improve the students' professional theory knowledge by analyzing and solving the question ability，Cultivate students' innovative consciousness and team spirit，begin from 2008，We held regularly every year“agriculture and forestry economic management major case analysis competition”。In the case analysis of the competition on the topic，advocate students preferred from practice practice base case，and asked the students to practice practice base on-the-spot investigation、based on the analysis of the research and complete。

　　本环节的教学活动从第2学期开始安排，贯穿7个学期，并在第6-8个学期重点安排。

This link teaching activities from the second semester beginning arrangement，Through seven term，and in 6-8 a semester key arrangement。

　　第五步也就是最后一步，即“E：学生社会实践报告、毕业论文、教师课题成果发表或出版”，在完成ABCD四步教学任务的基础上，在老师的指导下，学生开始撰写社会实践报告和毕业论文，参加教师课题的同学还可以尝试撰写并发表和课题研究相关的学术论文；同时，教师也在前期的教学工作中有机融合自己的科研研究，因此，这个阶段也是课题研究开始出成果的阶段。本环节的教学活动安排在第6-8学期，重点安排在第7-8学期。

Step 5 is the last step，namely“e：Students social practice report、Graduation thesis、The teacher subject published or publishing”，Upon completion of abCD four steps on the basis of the teaching task，Under the guidance of the teacher，The students began to write social practice report and graduation thesis，attend teacher topic students can also try to write and publish and subject research related academic papers；at the same time，Teachers in the teaching of organic integration of its own scientific research，therefore，This stage is also subject research began to the achievement of the stage。This link teaching activities arranged in 6-8 term，Key arranged in 7-8 term。

　　综上所述，“五步”教学新模式最终至少完成三大任务，一是对学生来讲，在“五步”学习环节中，通过参加一系列的系统的理论与实践的学习和联系，认真总结思考，提炼出一个与本专业培养目标一致的选题，然后运用所学专业理论知识，完成本科毕业论文的设计、写作和答辩，学有所成，练有所能，顺利毕业；二是对教师而言，通过开展五步“一体化”教学，不仅提高了自己的教学水平，还能在“早进实验室、早进课题、早进团队、早进基地”（简称“四早”活动）的活动中带队开展科学研究，在培养学生的同时，也顺利完成自己的课题研究，一石三鸟，何乐不为；三是对校方而言，通过实施“五步”一体化教学，既能培养学生的综合素质和创新能力，又能提高教师队伍建设，促进本专业的内涵式特色化的发展。

To sum up，“Five steps of”New teaching mode finally complete at least three major tasks，One is to the student speaking，in“Five steps of”Learning link of，Through a series of system in the theory and practice of learning and contact，Summing up thinking，Refining a and the professional training objectives consistent topics，Then use what they have learned professional theory knowledge，Complete undergraduate course graduation thesis design、Writing and defense，Have learned something，Practice can have，graduate；The second is for teachers，Through the development of five steps“integration”teaching，Not only improve their teaching level，Still can be in“early into the lab、early into the subject、early into the team、early into the base”（Referred to as“Four early”activities）activities before conducting scientific research，In the training of the students' at the same time，also successfully completed his subject research，a stone three birds，He le；The third is to the school in，Through the implementation“Five steps of”Integration teaching，Which can not only cultivate students' comprehensive quality and innovation ability，and can improve the construction of teachers' team，To promote the professional development of the connotative characteristic。

　　基上所述，不难发现，“五步”教学新模式是实现本科理论与实践教学“一体化”的一个有效途径。“五步”教学新模式的开展能使实践教学与理论教学有机地结合起来，使学生自觉地将所学理论和实践紧密结合，还可以培养学生的创新能力、团队精神和创业意识。同时，“五步”教学新模式也对教师提出了更高的要求，促使教师把教学和科研工作进行有效融合，努力提高自身的教学和科研能力。我们认为，“五步”教学新模式的实施，将明显提升本科教学效果和教育质量，促进专业有特色可持续发展。

base mentioned above，Is not difficult to find，“Five steps of”New teaching mode is the realization degree theory and practice teaching“integration”an effective approach of。“Five steps of”The development of the new teaching mode can make the practice teaching and the theoretical teaching organically，To make the students on own initiative to study the theory and practice closely，It can cultivate students' innovation ability、Team spirit and the pioneering consciousness。at the same time，“Five steps of”New teaching mode for teachers also put forward higher requirements，Make the teacher teaching and research work in the effective fusion，Strive to improve their teaching and scientific research ability。We think，“Five steps of”The implementation of the new teaching mode，Will significantly improve undergraduate teaching effect and education quality，Promote professional is characteristic of the sustainable development。

深入推动“五步”教学新模式，全面调动参与主体的积极性 Further promote“Five steps of”New teaching mode，Fully mobilize the enthusiasm of participation main body

　　海南大学农林经济管理专业提出的“五步”教学新模式，目前尚处于试点改革阶段，要取得预想的效果，以实现本科理论与实践教学的一体化，我们还需要加大投入力度，同时在教学方式、管理制度等方面积极创新，全面调动教师、学生和企业等诸多参与主体的积极性。

Hainan university of agriculture and forestry economic management professional proposed“Five steps of”New teaching mode，at present still in the pilot reform stage，To obtain a desired effect，In order to realize the undergraduate course teaching theory and practice of integration，We also need to increase investment，at the same time in teaching method、Management system innovation actively，Fully mobilize teachers、Students and enterprise and so on many participation main body's enthusiasm。

加大资金投入力度 Increase capital investment

　　“五步”教学新模式的进一步推进与完善需要大量的建设经费作为支撑。其一，要完成理论与实践一体化教学的任务，就必须有一套与之相适应的、实用的、与时俱进的自编教材，而开发和编写教材没有专门的经费显然无法开展。其二，需要拓宽渠道并加大与社会机构的合作力度，建设更多的实习实践基地，聘请具有丰富经验的业界专业人士参与到“一体化”教学系统中来。其三，学校需要加大投入推动本科教学的“一体化”进程，增加投入，合理安排“五步”教学中每一个教学环节的经费预算和开支，特别是要注重在实验室、专业模拟平台和实习实训基地等方面的投入。除了学校的资金拨付以外，要积极探索多元化的经费筹措模式。

“Five steps of”New teaching mode of further promote and perfect need a lot of construction funds as support。one，To complete the integration of theory and practice of the teaching task，We must have a compatible、practical、To keep pace with The Times of editing the teaching material，and the development and writing teaching material without the special funds obviously cannot carry out。The second，Need to broaden the channels and increase and social institution cooperation dynamics，Construction more practice practice base，employ experienced industry professionals involved in“integration”Teaching system。thirdly，The school needs increasing investment to promote undergraduate teaching“integration”process，Increasing input，Reasonable arrangement“Five steps of”In the teaching of each teaching link budget and expenditure，especially should pay attention to in the laboratory、Professional simulation platform and internship training base and so on aspects of investment。In addition to the school allocated funds outside，We should actively explore the diversified funds financing mode。