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在分析传统环境实验教学模式存在问题的基础上，结合多年环境实验教学改革实践，构建循序渐进的层次化培养教学体系，优化实验内容，增强实验理论体系的系统性与层次性，采用“学生是主体、师生互动解决问题”的实验教学方法，引入贯穿实验教学全程的分时段动态考核机制，鼓励创新，以考促教，形成“基本理论与技能、工程实践、科学研究、创新能力、创新成果层次递进”实验教学模式，开拓了实验教学的新途径。“,”Based on problem analysis of the traditional environmental experimental teaching mode,and combining with years of environmental experimental teaching reforms and prac-tices,the teaching system of progressive and hierarchical training is constructed,that is the“Multi-level Progressive Experimental Teaching Mode.”In this teaching mode,the experimen-tal content is optimized and the systemization and hierarchy of the experimental theory system are consolidated.The new experimental teaching method considers students as the subject, stresses teacher-student interaction in problem-solving,and introduces a time-sharing dynamic evaluation mechanism through the whole experimental process.From the perspective of its re-sult,the multi-level progressive experimental teaching mode encourages innovation,promotes the teaching quality by evaluation,develops the new teaching mode with a progressive advance in basic theories and skills,abilities of engineering practice,scientific research and innovation, and innovative achievements.