在“新工科”背景下，风景园林专业景观生态学课程的传统教学模式已经无法满足学生解决实际问题和应对复杂挑战的需求。探讨将 BOPPPS 教学模式融入景观生态学课程教学改革的可行性，以增强学生在实践中运用生态学知识解决问题的能力。基于 BOPPPS 教学模式的景观生态学课程 着眼于明确教学目标、促进学生参与、强化实践环节和建立有效的评价体系，东南大学的教学实践表明 BOPPPS 教学模式在景观生态学课程中能够有效地增强学生的学习效果和实践能力，并显 著提升教师教学水平和教学质量。教学效果评价涵盖教学目标与学生能力培养、课程内容与发展方向、教学方法与技术提升、跨学科课程开发与落实、教学模式的活力与深度、教学效果综合评估等多个维度，为景观生态课程的教学改革提供了重要的思路和方法。

In the background of emerging engineering education, the traditional teaching mode of the landscape ecology courses for landscape architecture majors has been unable to meet students' needs in solving practical problems and addressing complex challenges. This paper explores the feasibility of integrating the BOPPPS teaching model into the teaching reform of landscape ecology course to enhance students' ability to apply ecological knowledge in practice to solve problems. The landscape ecology course based on the BOPPPS teaching model focuses on clarifying teaching objectives, promoting student engagement, strengthening practical components, and establishing an effective evaluation system. Teaching practice at Southeast University shows that the BOPPPS teaching model can effectively enhance students' learning outcomes and practical abilities in the landscape ecology course, and significantly improve teachers' instructional proficiency and teaching quality. The evaluation of teaching effectiveness covers multiple dimensions, including teaching objectives and student ability development, course content and development directions, teaching methods and technological advancements, interdisciplinary course development and implementation, vitality and depth of the teaching model, and comprehensive assessment of teaching effectiveness. These provide important ideas and methods for teaching reform of landscape ecology course.

TU986

安徽省国土空间规划与生态研究院开放课题（编号：GTY2021201）；国家自然科学基金项目（编号：42101097）；云南省林业和草原科学院重点实验室基金项目（编号：KFJJ202304）