我国高等草业科学教育发展的道路及其在世界的地位

Development history of high education of pratacultural science of China and its status in the world

世界上存在着不同特色的高等草业教育和教学指导思想。俄罗斯的草地经营学高等教育始于19世纪末20世纪初,由于认为草地经营是饲料生产的一个组成部分,它的任务是在合理利用和改良天然草地的基础上,生产干草、半干贮草、青贮草、放牧饲料、草粉以及其他饲料,因此,俄罗斯的草地经营学教育至今仍是畜牧学教学的一部分。英国的草地科学史悠久,草地科学教学以土—草—畜系统理论为指导,形成了以草地科学为主要内容的农业教育,没有建立独立的草地科学专业。美国的草原管理学教育始于20世纪初,在利用草原的多种功能,把草原的流域水土保持、野外游憩与放牧饲养家畜结合在一起,全面发挥草原的重要生态价值和经济价值的科学思想指导下,建立了独立和庞大的草原管理学专业教育体系。我国的草业科学教育始于20世纪30年代,50年代建立了独立的草原专业。80年代以来,在草业系统工程思想和草业生态系统理论的指导下,草业教育有了极大的发展。与俄罗斯、英国和美国的草业教学思想相比,我国草业科学的教学指导思想具有更丰富、更系统的科学内涵,也具有更强的产业概括性,为我国的草业教育奠定了科学思想基础,在草业生产的推动下,实现了草业教育的高质量、健康和快速发展。

There are differently characterized guiding thoughts, educating and teaching systems for high education of pratacultural science over the world. The high education of grassland management in Russia initiated in the late nineteenth century and early twentieth century, which still belongs to animal husbandry since grassland management is defined as “a sector of forage production and is aimed to produce hay, haylage, silage, grazing feeds, grass powder and other forages based on the proper utilization and improvement of natural grassland”. United Kingdom has a centuries-old history of grassland science education guided by the systematical theory of“soil-plant-animal”formation and developed an artificial grassland science dominated agricultural education, however, the grassland science subject is not separately setup. The education on rangeland management in United States initiated at the beginning of the twentieth century. Under the guidance of the principles that equally cherish both the ecological value and economic value of grassland, an independent and huge education system for rangeland management was established, in which, the multiple functions of rangeland, including livestock grazing, soil and water conservation and recreation, were integrated. In China, the education of pratacultural science began in the thirties of the twentieth century and the subject of grassland science was separately setup in the fifties. Since the eighties of the twentieth century, the education of pratacultural science has been greatly developed under the guidance of the thought of pratacultural systems engineering and the theory of pratacultural ecosystem. The education thought in China contains more abundant and systemic scientific connotations and defines a more cover-all pratacultural industry compared with those in Russia, United Kingdom and United States, which established a scientific foundation for pratacultural education and has achieved high quality, healthy and rapid development driven by pratacultural production industry.