Practice and Thinking on the Construction of Agricultural Science and Education Cooperative Personnel Cultivation Base

Agricultural science and education cooperative personnel cultivation base is a new personnel cultivation platform built by the Ministry of Agriculture and the Ministry of Education relying on the national modern agricultural industry technology system,to strengthen the close connection between agricultural education and modern agricultural industry. The first batch of agricultural science and education cooperative personnel cultivation bases have been operating for 5 years. Taking Zhanjiang Litchi-Longan Agricultural Science and Education Cooperative Personnel Cultivation Base as an example,it introduced the achievements in the base construction from the perspective of construction cooperators,and discussed measures for improving the base operation.

Professional Cognitive Education Model for Agricultural Water Conservancy Engineering under the Background of New Agricultural Science

The construction of new agricultural science requires the use of modern scientific and technological means to transform and enhance current agricultural related majors.The agricultural water conservancy engineering major,with its inherent disciplinary advantages,plays an indispensable and important role in the construction of new agricultural science.In recent years,the lack of professional cognitive education has gradually become a significant problem in the training of talents in agricultural water conservancy engineering.Therefore,this paper deeply analyzes the problems and reasons faced by professional cognitive education,and proposes specific educational strategies for several key aspects such as enrollment promotion,freshman enrollment education,construction of teacher team,combination of scientific research and teaching,and strengthening professional cognition through competition activities.It aims to provide reference for improving the quality of professional cognitive education and exploring effective ways.

Discussion on Construction and Mechanism of Practice Bases for Professional Degree Postgraduates Based on the Integration of Production and Education in Local Universities

Under the background of emerging agricultural education,practice bases are an important place to train profession talented person that match social needs,so it is very important to build stable and long-term practice bases.At present,the main problems in the construction of practice bases for postgraduates in local colleges and universities are mainly focusing on construction and neglecting management,imperfect cooperation mechanism and lack of teaching management effectively.It is of great significance to build a long-term management mechanism to ensure the education quality of practice bases.Therefore,constructing the mode of"double integration and double promotion of production and education"with practice bases as the carrier and realizing the organic combination of industrial needs and postgraduate projects is an important idea for local colleges and universities to train professional degree postgraduates to"know agriculture,love agriculture,strengthen agriculture and promote agriculture",and it also provides a reference for the mechanism construction of postgraduate bases.

Organic Combination of Smart Agriculture and Farming-reading Education : Research on Talent Training Model in the New Agricultural Science

By analyzing the complementarity between smart agriculture and farming-reading education,and the advantages of organic combination of the two:addressing the challenges of agricultural modernization and cultivating new talents;enhancing students interest in learning and improving their sense of responsibility and mission;promoting the inheritance of traditional agricultural culture and modern agricultural technology innovation,the organic combination mode of smart agriculture and farming-reading education in the cultivation of new agricultural talents is explored.The analysis shows that it has the following applications in the cultivation of new agricultural talents:in terms of the integration of educational concepts,it combines the modern concept of smart agriculture with the traditional value of farming-reading education;in terms of constructing a curriculum system and adding courses related to smart agriculture,it retains basic courses in farming-reading education,and promotes interdisciplinary integration;in terms of practical teaching platforms,it establishes smart agriculture training bases and farming-reading education bases,and adopts a combination of virtual and real teaching methods;in terms of guiding innovation and entrepreneurship,it encourages students to participate in innovation and entrepreneurship projects,and strengthens industry-university-research cooperation;in terms of teacher team construction,it improves the quality of the teacher team and integrates educational resources both inside and outside the school.Moreover,its evaluation system and incentive mechanism are proposed:constructing a multi-dimensional evaluation system,combining quantitative and qualitative,process and result evaluation,and introducing the third-party evaluation;establishing scholarships and grants,providing support for innovation and entrepreneurship,conducting honor recognition and publicity,and offering career development support.

Thoughts and Countermeasures of Agricultural Revolution in Science and Technology

As science and technology is the first productivity, this paper, through investigation of agricultural revolution in science and technology, proposes the countermeasures to the agricultural revolution in science and technology. The author hopes it can promote the realization of rural prosperity, peasant＇s richness and agricultural development in some degree.

Exploration and Practice of"Double Line and Six Coordination"Teaching Method in the Construction of New Agricultural Science Specialty

Aiming at the main problems existing in the teaching process of new agricultural science,systematic solutions are put forward:(1)creating an agriculture related professional group serving the coordinated development of large-scale operation subjects and small farmers,and fully connecting the coordinated development needs of large-scale operation subjects and small farmers;(2)carrying out all-round agricultural related professional teaching reform,so as to cultivate high-quality talents for the organic connection between small farmers and modern agricultural development;(3)based on agriculture related professional resources,taking multiple measures to improve the social service development ability of secondary vocational schools.

农科特色有机化学课程的教学探索与实践

立足高等农林教育,从教学案例、教学方法、教师团队建设等方面对有机化学课程教学进行了探索和实践。教学实践表明,激发了学生的学习兴趣,拓展了学生的视野,助力学生领略了有机化学研究前沿(尤其是与农科交叉融合应用前沿)魅力,培养了学生的文化素养、职业素养和科学素养,塑造了学生“知农爱农”的情怀,厚植了学生的家国情怀;实现了知识传授、能力培养与价值引领的同向同行和交相辉映,有效解决了公共基础课与专业教育需求不能完全匹配的问题,充分发挥了课程在农科人才培养中的作用。

畜禽种业振兴背景下动物科学创新创业人才培养

面对我国畜禽种业振兴的紧迫需求和高等农业教育改革的新动向,文章致力于解析农业院校畜牧学专业在创新创业人才培养方面的瓶颈和挑战,推动人才培养与产业发展的高效对接。通过深入分析当前农业院校动物科学专业与畜禽种业创新人才需求之间的匹配程度,阐述现有教育模式在育种人才创新创业能力培养方面的问题,研究进一步提出与畜牧产业高度融合的双创型人才培养模式,并构建了一套科学的评价指标体系,提出师资队伍结构多元化、专业化建设方案。研究结果旨在培养具备强大专业能力和创新创业能力的“双强人才”,为我国畜禽种业的持续发展和全球竞争力的提升提供有力的人才支持。

应用型本科高校基于“新农科”与建设农学实践教学平台的思考

本文探讨了应用型本科高校基于“新农科”理念建设农学实践教学平台的思考,介绍了“新农科”理念的核心内涵,强调了其对现代农业发展的重要意义。文章分析了当前存在的问题与挑战,提出了一系列解决措施,包括加强理念转化与实践融合、优化资源配置、紧密结合产业需求等。进一步总结了基于“新农科”理念建设农学实践教学平台的策略,强调了校企合作、实践教学与科研相结合的创新模式,以及评价体系的完善。通过这些措施的实施,为培养适应现代农业发展需要的高素质人才提供有效支撑。

新农科背景下地方涉农院校产教融合协同育人路径创新研究

针对农科类专业人才培养现状及存在的短板,开展新农科背景下地方涉农院校产教融合协同育人机制创新研究,提出了更新教育理念、优化专业结构、重塑课程体系、搭建产教融合平台以及创新合作机制等新农科人才培养实施路径,构建了新农科产教融合协同育人模式,为提高人才培养质量提供参考。

新农科背景下农业认知实践课程改革与探索

随着乡村振兴和现代农业的推进,农业人才培养需求发生重大变革。该文探索适应于新农科背景下农业认知实践课程的教学大纲,采用授课、参观、调研和参加论坛等授课形式,配合一年的农事技术操作;建设“互联网+”智能农业创新平台和虚拟仿真实验资源;与企业合作,引入现代农业技术线上课程资源,适应现代农业新形势和新技术;融入课程思政,培养学生学农爱农知农的兴趣。课程改革不仅展现现代农业和智慧农业的应用价值,更能让学生实践先进的轻简高效栽培技术,深刻领悟农业研究的意义,激发学生的大国“三农”情怀,培养更多知农爱农型人才。

新农科背景下《动物遗传学》课程思政资源挖掘与应用

新农科建设提出以来,对涉农专业人才培养提出了更高的要求。《动物遗传学》作为畜牧专业主干基础课程,如何对课程思政资源进行有效挖掘和应用,实现知识和价值目标的有机融合,以适应新农科背景下对创新型畜牧人才培养的要求,是本课程组近年来一直探索并实践的方向。本文通过介绍课程组在结合遗传发展史中的重要事件、人物、生产实际案例以及最新科研成果,剖析思政资源与遗传知识的结合点,深入挖掘课程思政元素的教学实例,以期为动物遗传学的思政教学改革提供参考。

数字新农匠赋能乡村振兴的意义、困境及发展策略

乡村振兴背景下,数字化时代发展智慧农业,培养“数字新农匠”是其核心力量,亦是实施乡村人才振兴和强农兴农的关键所在。因此,本文梳理了“数字新农匠”的内涵及其研究进展,分析了当前发展智慧农业培养“数字新农匠”所面临的乡村数字人才匮乏、培育路径不畅等困境问题。基于此,探索与构建了涉农职业院校“一平台、双融合”的“数字新农匠”育人策略:产教融合培养本土化智慧园艺新农匠;实施“产学研用”创新驱动“数字新农匠”的培养路径;依托项目、校地协同打造“数字新农匠”培育新模式。

新农科背景下生物化学与分子生物学“根植三农聚焦融合”的课程思政教学实践

“根植三农聚焦融合”是河南牧业经济学院服务区域农牧产业发展,实现高水平应用型大学发展的重要抓手。生物化学与分子生物学课程是我校涉农专业的学科基础课程,新农科建设过程中学科融合的重要载体。为了新农课背景下课程思政目标的实现,课程组在思政案例凝练上,从学科发展史、三农实践应用、校友优秀案例、生态文明、职业道德与生物伦理等方面,搭建学生“三农”情怀的培养平台;在课程思政案例和实践项目安排上,对接行业发展、三农实践、教师科研、校企合作项目和学生自主创新项目等,建立学生知识应用的“融合”平台,从而实现对学生“根植三农”的情怀培养和“聚焦融合”的能力提升。授课过程中以线上线下混合式教学为主线,将单一的课堂讲授改造为人才培养全周期的参与。在课前的线上布置任务、课中的“六环节”教学和课后的第二课堂等环节中融入思政元素,通过具有一定挑战度、高阶性和创新性的知识应用达到思政目标。通过课程改革,学生在三农行业一线的就业率明显提升,利用学科融合解决三农问题的能力得到有效提升,增强了学生服务“三农”的意识,强化了学生的专业思想,激发了学生利用课程知识服务“三农”实践的内生动力。

新农科背景下动物生理学课程思政模式的探索与实践

建设一流课程与实施课程思政是目前高等教育面临的两个问题。以西南大学国家一流课程动物生理学课程思政建设为例,结合“新农科”建设背景,介绍了专业课教师与思政课教师如何实现同向同行,形成“育人共同体”,在“两性一度”的基础上如何进行课程思政元素的挖掘、如何通过创新教学模式和编写课程思政案例将课程思政融入课程教学实践,分享了课程思政效果考查如何与知识考核相结合的经验,并就目前课程思政建设还需要进一步解决的问题提出了看法和建议,旨在更好地将一流课程建设与课程思政实施结合起来,为“新农科”建设培养更多“知农爱农”新型人才。

科创协同,农教联合:新农科人才培养探索——以宁波大学海洋学院为例

新农科作为我国高等农业教育人才培养的重要改革方向。面对新农科建设立德树人、培养高素质专业人才需求,分析新农科为本科人才培养带来的挑战和现状,解析当前新农科本科人才培养存在的问题。通过新农科人才供给侧结构性改革,开展人才培养体系建设,探索科创协同、农教联合推动校企合作、协同育人创新机制与路径,依托科创协同,建立“交叉课程、拔尖创新、创业实践”的复合培养模式,构筑“产业学院、产教联盟、实践基地”的产教融合平台,形成以新农科为主题的多元、多层次协同育人体制机制,提高新农科人才培养水平。

“智慧+”背景下畜牧兽医新农科人才培养与实施路径

随着“互联网+”、人工智能时代的到来,新农科建设“三部曲”等国家重大战略部署的落地实施,越来越多的先进技术推动着畜牧业的发展,促进畜牧业生产力的变革,这对涉农院校畜牧兽医人才培养提出了深层次的要求。阐述了当前畜牧兽医人才培养模式中存在的问题,“智慧+”背景下畜牧兽医新农科人才跨学科培养的紧迫性,并提出了构建“智慧+”背景下多学科融合的畜牧兽医新农科人才培养模式的路径与措施。

新农科背景下农业类高职院校产学研协同育人模式构建

新农科建设背景下,产学研协同育人有利于农业类高职院校和企业、科研院所充分发挥各自的资源优势,深度融合,共同发展。在研究新农科建设对农业类高职院校产学研协同育人提出的新内涵、分析其面临的新困境基础上,从产学研协同育人的目标、原则、内容、主体和举措五个方面,构建农业高职“12345”产学研协同育人新模式,为培养新农科所需的高素质技术技能人才提供借鉴与指导,为我国实现乡村全面振兴提供人才支撑。

厚植“三农情怀”,建设“四有”课程——在新农科背景下的植物生理学课程教学创新探索

《植物生理学》是研究植物生命活动规律及其代谢机理与发展趋势的一门学科,是高等农林院校一门重要的专业基础课和必修课。在教学过程中,发现学生专业自信不足、课程内容过于冗杂滞后、学生缺乏学习的主观能动性以及教学中缺少对实践能力、探究力的培养等课程“痛点”“难点”。课程团队通过加强思政建设,厚植“三农”情怀;更新教学内容,重构、完善课程体系;强化科技创新师资队伍建设;开展多元化的教学方法;强化科技创新实践活动及完善考核体系等措施,有效地解决了目前课程教学存在的问题,有助于课程质量和学生学习效果的持续提升,为培养符合新农科背景下的新型复合型人才奠定了基础。

新农科背景下园艺植物育种学“三位一体”课程思政教学体系探讨

在新农科背景下,高校应围绕立德树人的根本任务,聚焦国家乡村振兴的重大战略,立足培育一批专业知识扎实,既有一定实践能力、创新能力,又懂农业、爱农村、爱农民的应用型创新人才。人才的培养依托于优质专业课程的建设,园艺植物育种学是江西农业大学园艺专业的专业主干课程,通过前期探索实践,该课程构建了“三位一体”课程思政教学体系,对农科相关课程思政建设具有一定的参考意义。