新农科背景下地方院校农业资源与环境专业实践育人体系的构建和实践--以山西农业大学为例  

作　　者：张杰[1] 李廷亮[1] 陈斌 张海波 李丽娜 刘奋武[1] 

机构地区：[1]山西农业大学资源环境学院,山西晋中030801

出　　处：《高教学刊》2024年第21期33-36,共4页Journal of Higher Education

基　　金：山西省高等学校教学改革创新项目“农业资源与环境一流专业建设:创新性实践育人体系的构建”(J20220223);山西省研究生教育教学改革课题“基于雨课堂平台的研究生对分课堂教学设计与实践研究——以《科技论文写作》课程为例”(2022YJJG095);山西省高等学校教学改革创新项目“‘肥料-种植-加工’三业联动耕读教育实践基地建设与实践”(J20220204);山西省高等学校教学改革创新项目“农业资源与环境专业卓越农林人才培养模式的创新与优化”(J20230320)。

摘　　要：新农科建设对地方高校涉农专业实践教学提出新的更高要求,然而,目前许多农林院校,特别是地方涉农高校的实践教学环节较为薄弱,实践教学体系不健全,导致培养的农林人才缺乏实践能力和创新思维,无法满足全面推进乡村振兴对农林人才的需求。该文以山西农业大学农业资源与环境专业为例,介绍实践教学改革的措施、所构建的“3-2-1”实践育人体系及该体系的应用成效。以期为地方高校涉农专业的改造升级提供经验参考。The construction of New Agricultural Science has put forward new and higher requirements for the practical teaching of agriculture-related majors in local colleges and universities.However,many agricultural and forestry colleges and universities,especially local ones,are weak in practical teaching aspect and imperfect in practical education system.Consequently,the cultivated graduates are lack in practical ability and innovation,which cannot meet the needs of agricultural and forestry talents for comprehensively promoting rural revitalization.In this study,the agricultural resources and environment major of Shanxi Agricultural University is taken as an example,we introduce the measures of practice teaching reform,the constructed the innovative"3-2-1"practice education system and application effects.The aim of the study is to provide experience and reference for the transformation and upgrading of agriculture-related majors in local colleges and universities.

关 键 词：新农科 农业资源与环境 实践育人体系 地方高校 人才培养改革 

分 类 号：C961[经济管理—人力资源管理]