Teaching practice of forage processing and storage based on the BOPPPS model under the background of new agricultural science: A case study in Beijing Forestry University

New agricultural science construction sets new requirements for the teaching reform of agricultural majors including pratacultural science. Forage processing and storage is the core course of pratacultural science with high attention given to the combination of theory and practice. The traditional teacher-oriented teaching model lacks adequate interaction and feedback. The BOPPPS model is an instructional design based on experiential learning theory. Its core feature lies in teaching interaction. To cultivate high-quality compound talents in pratacultural science, the authors applied the BOPPPS model to adjust the course hours, rewrite the teaching syllabus, and reform assessment methods under the background of new agricultural science. Additionally, the authors rebuilt the teaching systems and incorporated various teaching methods, such as participatory teaching, group discussion, case analysis, and classroom debate, to design the BOPPPS module. The network teaching platform was used as an auxiliary tool for some students’ self-study chapters in the teaching of forage processing and storage. The results showed that the application of the BOPPPS model stimulated the students’ interest in learning and effectively mobilized their subjective initiative. Moreover, this practice cultivated the students’ solid theoretical foundation, improved their innovation ability of flexible application, and effectively improved the quality of teaching. This teaching design and practice could also provide a useful reference for the teaching research of forage processing and storage in domestic universities.