1、1Study of the Practice Teaching Reform of FloricultureAbstract. This paper analyzes the current situation and problems of the of gardening flowers professional practice teaching， including： rigid and obsolete teaching mode， student learning enthusiasm deficiencies； practice over a single， and the la
2、ck of opportunity to practice and platform； lack of software and hardware construction， internship bases imperfect； lack of teachers quality， teaching lack the times. The paper proposes a gardening the flowers professional practice teaching improvement strategies， including： innovative teaching idea
3、s， improvement of education quality； comprehensive local conditions perfect practice， promote the construction and improvement of the practice platform； increase funding， improve the practice teaching base； to enhance the training and continuing education to improve practice， the overall quality of
4、the course instructor. Keywords： Practice teaching of floriculture， Status quo， Problems， Improvement strategies 1 Introduction 2Gardening professional training with the basic theory of biology and horticulture， basic knowledge and skills in the field of agriculture， commerce， landscape management a
5、nd departments engaged in horticultural science-related technology and design， marketing and development， operation and management， teaching work with research and other scientific and technical personnel. Gardening flowers in practical courses are to train one of the gardening professional required
6、 courses， set up a curriculum to enhance students theoretical knowledge to be applied in practice. Its main purpose is to improve the students ability and practical ability Applied Talents social， widely adapted to the talent market demand. Currently， the main content of the teaching the flower bree
7、ding methods， species identification， shaping and pruning， flowering control technology， each of the elements， including more than one unit， involving a total of 35 field operations with the practical skills. But gardening flowers professional practice teaching practice， most teachers still emphasiz
8、e the teachers， the students listen； demonstration of teachers， students imitate the lack of initiative， students， teaching unsatisfactory. This article intends to reform， designed to further improve the gardening the flowers 3professional practice teaching， to promote further development of profess
9、ional practice teaching gardening flowers， gardening the flowers professional practice teaching mode， method， content， ideas and lay a good foundation for the training of qualified gardening professionals. 2 Status and Problem Analysis of Gardening Flowers Professional Practice Teaching 2.1 Teaching
10、 Model is Rigid and Stale， and the Enthusiasm of Students is not Enough Gardening the flowers professional practice teaching in basically teachers develop better programs and steps students to be strictly enforced. Basically a mere teachers given the ways and means teachers out process results teach
11、ers sentenced， all by teachers arranged to do the job， the students just specific implementation of the program. Students trained in this teaching mode， the only mechanical execution teachers arrangements task， once you leave the teachers， students know what to do， the independence of the poor. Stud
12、ents develop the analysis， summarized， summary poor study habits， lack of initiative and creativity to make learning. 2.2 Practice Way is too Single， and It is Lack of Practice Opportunities and Platforms Currently， most of the agricultural colleges open for the 4students of the college campus teach
13、ing practice platform are still a limited number of teaching practice are also confined to the specimen garden or greenhouse into the demonstration by the teachers to the students to see. This way out students practical ability limitations are strong enough broaden students horizons. Even some teach
14、ers believe that student activities， observation， investigation， and even personal experiences and experience， it is not comprehensive enough. The principle practice activities should be “full participation， depth practice， effective experience， the only way students can get more， more profound prac
15、tical ability. 2.3 Construction of Software， Hardware and Practice Base are Imperfect After the start of the enrollment policy， our colleges and universities in the number of students close to the style of an “explosive“ growth trend. And the transit expansion， the number of such students doesnt for
16、m ancillary teaching practice ability， Teaching Practice is repeatedly weakened. The main reason， after enrollment， number of students， many schools are busy doing face image projects be resolved before the students room and board， basically As for the teaching 5practice platform this province to pr
17、ovince. Many schools， because of the expansion of the scale of construction， the original teaching practice base directly into a construction land， tear down the greenhouse into a canteen to carry out a serious impact on the practice of teaching. 2.4 Be Lack of Teachers Quality Teaching In order to
18、bring internships for students， teachers must first have the appropriate qualities. At present， many of our universities Teaching Practice speaking with young teachers and a lot of young teachers lack practical teaching experience. Especially for the professional practice of gardening flowers course
19、， this lack of practical experience of teaching experience in very high demand courses a great influence on the effectiveness of teaching. In addition， many teachers blindly bow lectures， do not look up the road， do not know the community now popular planting mode， do not know what kind of talent in
20、 the community， this mode of teaching is also less effective. 3 Improvement Strategies of Horticulture Practice Teaching 3.1 Improvement of Education Quality and Innovative Teaching Ideas 6Gardening the flowers professional practice teaching is reflected in its “comprehensive“ sex， it is not only th
21、e knowledge and ability and emotional attitudes， values integrated perseverance， faith and technology integrated， self， natural and social comprehensive. Gardening flowers professional practice teaching should not only be seen as some sort to learn gardening practice skills for， but a process to enh
22、ance the overall quality of students， and through practice， guiding students to observe， think， discuss. It can be completed independently， you can group cooperation； can go to the library， can go online， also can contact location test. Course in gardening the flowers professional practice teaching
23、activities， should fully respect the students interests， hobbies and respect students freedom of choice， whether from the formulation of learning objectives， content， and the way the instructor activity results are presented in the form， they should be autonomous. Should be positive in order to bett
24、er reflect the initiative of students， teachers changing their teaching ideas. For example， the use of group work pedagogy， a practical link， teachers， and students are divided into groups， each group of students to cooperate to carry out practical activities. Team 7members to the division of labor，
25、 to find information， analyze data， record， operation， etc.， and we complement each other. Not only can accelerate the knowledge and practical skills in diffusion among students， but also effectively improve the classroom atmosphere. This will consolidate the knowledge learned， the more solid knowle
26、dge， but also to promote the knowledge of linkages， and enhance the ability to use the knowledge. 3.2 Improvement of Perfect Local Conditions and Promote the Construction of the Platform for Practice Different times and in different regions， different teaching conditions， and their practice teaching
27、 content is very different. Originally very nervous teaching resources to the college expansion are a little diluted， which resulted in a lack of practice teaching base. The experiment had to be transferred from outdoor to indoor， to move out of the school campus practice teaching process is divided
28、 to be diluted. Each school will be based on the actual conditions of their own arrangements for their own practice teaching mode. For example， in areas with high level of the flower industry， flower cultivation facilities mostly mechanized modern greenhouse cultivation and management process. These
29、 conditions 8are out of the question for the underdeveloped areas. To this end， all colleges and universities need to internships for students to carry out in practice to build platform， on the one hand， to strengthen the use of on-campus practice base. Such as sowing seed management， cultivation of
30、 potted flowering control， soilless cultivation skills cannot be implemented in the laboratory and continuity to facilitate students in school and practice base frequently observed， to understand， especially for some take longer to complete the experiment The project is more convenient. Practice tea
31、ching bonsai garden at school， internship Hanabusa campus into a piece of green are effective supplementary； through school-enterprise cooperation， the cooperation of the school grounds， and vigorously expand the breadth of practice platform. The inherent requirements of the Higher Vocational Educat
32、ion and the content reflect school-enterprise cooperation， vocational education deepen reform Features for the inevitable requirement for achieving a reliable guarantee of the personnel training objectives. Establishing Combination characteristics of school internship training base are the best way
33、to achieve the school-enterprise cooperation. 3.3 Increase Funding for Investment， and Improve the 9Comprehensive Practice Teaching Base Increase financial input， improve the comprehensive practice teaching base， one of its purposes is to provide the necessary conditions for the teachers and student
34、s to carry out research work， but also for the training base to improve the level of scientific research， to build a good platform for research and practice， specially set up scientific research and experimental area. To this end， all colleges and universities need to increase the input of funds thr
35、ough various channels， to establish a more stable， and facilities to improve campus practice teaching base， can provide a stable platform for teaching practice for students. But also with a number of manufacturing enterprises， research institutes to establish， so that students in direct contact with
36、 the actual production is conducive to employment and entrepreneurship. To carry out the center specialized courses practice of “responsibility farmland teaching students from the propagation of flowers to harvest the whole of the adult plants and seeds by their own cultivation and management， the s
37、ub-group， the students can cooperate with each other in the group encountered the problem of access to information or ask the teachers. This will allow teaching and production closely， despite the heavy 10workload， the task is heavy， but virtually train students afraid of hardship， practical work ha
38、rd， courage and dedication to the spirit of unity and cooperation can further mobilize students to learn， practice， and study again， and then The enthusiasm of the practice habits of growth and development of the flower， the morphological characteristics and breeding methods to fully grasp. Input of
39、 funds needs to have the appropriate system supporting all colleges and universities as well as the education authorities， to strengthen the funds in Teaching Practice， and the input of funds. 3.4 To Enhance the Training and Continuing Education to Improve the Overall Quality of the Course Instructo
40、r The faculty is to improve the quality of university teaching core areas， a reasonable structure， knowledgeable， steadfast political literacy practice experienced teachers， improving the quality of university personnel training will be impossible. Practical teaching skills of teachers directly affect the quality of practice teaching， arrange classroom teaching should be strict， strict requirements， selected practical experience， excellent professional skills of the key teachers to undertake the teaching of the course work. Practice
