Experiences from a winter school on landscape agronomy : stakes, difficulties, perspectives
Experiences from a winter school on landscape agronomy : stakes, difficulties, perspectives
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景观农学冬季学校的经验：利害关系、困难、观点
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
E. Bonari
中科院分区：
文献类型：
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作者：
H. Rapey;S. Lardon;M. Galli;C. Moonen;M. Benoît;C. Thenail;P. Bàrberi;P. Caron;E. Marraccini;Davide Rizzo;E. Bonari
近15年来，将农田尺度与景观尺度相结合的研究越来越受到人们的重视。因此，农学需要更新其研究问题和方法，以及其教育计划。在这种情况下，一些法国和意大利的研究人员对这些主题感兴趣，来自不同的科学领域，但在研究和高等教育中对景观尺度问题有共同的兴趣，他们决定共同努力，为本科生和博士生提供为期一周的景观农业学教育课程。他们的目标是开发一种新形式的知识转移和应用景观农艺学方法的学生SSA-Pisa（IT）和ABIES-AgroParisTech-巴黎（FR）博士学院。教育计划包括三个阶段：1）一些理论贡献假设的演讲：关于农业和农业做法在景观一级的问题，农业环境功能的主要方法，环境问题驱动的农民做法的变化，农业活动的空间组织，农业在生态动态中的作用，确定农业环境功能之间的互补性，种植系统对环境的影响、生物多样性对农业生态系统功能的影响，反之亦然; 2）两个案例研究：“宏观层面”的案例研究（在景观尺度上）分析农业对景观动态的作用，（在农场规模）分析耕作方法及其对环境的影响; 3）根据以下方面对教育方案进行最后评估：关于实地工作结果的口头介绍的内容，所有参与者对教育方案内容的总体评价，每个人对实地工作结果的事后分析。通过对学生和教师的评价，突出了景观农学教育的效益、要求和前景。此外，这一经验激发了集体的概念和方法论辩论，证实了支持和组织景观农学研究和学习经验交流的必要性
In the latest fifteen years, agronomic reserach has shown a growing interst for studies which link farm or field scale to landscape scale. Thus, agronomy is called to renew its research questions and methodologies, and as well its educational programmes. In this context, some French and Italian researchers interested in these topics, coming from different scientific fields but sharing interests on landscape scale issues in research and higher education, decided to join their efforts eround a common one-week educational programme on Landscape Agrocnomy for undergraduate and PhD students. Their aim has been to develop a new form of knowledge transfer and application on Landscape Agronomy approaches to students of SSA-Pisa (IT) and of the PhD School of ABIES-AgroParisTech-Paris (FR). The educational programme consisted of three phases : 1) some theorical contributions supposed by presentations on : issues regarding agriculture and farming practices at landscape level, main approaches on environmental functions of agriculture, changes in farmers practices driven by environmental questions, spatial organization of agricultural activities, role of farming in ecological dynamics, identification of complementarities among agro-environmental functions, environmental impacts of cropping systems, biodiversity influence on agro-ecosystem functions and vice-versa ; 2) two case studies : a "macro level" one (at landscape scale) to analyse the role of agriculture on landscape dynamics, and a "micro level" one (at farm scale) to analyse farming practices and their environmental impacts ; 3) a final evaluation of the educational programme based on : contents of oral presentations on fieldwork results, global evaluation of the educational programme contents by all the participants, each individual ex-post analysis of fieldwork results. The evaluation of the students and teachers underlines benefits, requests and prespectives for education in landscape agronomy. Furthermore, this experience stimulated a collective conceptual and methodological debate that confirmed the necessity to favour and organise experience exchanges on researching and learning in landscape agronomy