Exploring innovative teaching of postgraduate agronomy courses under the “new agricultural science” paradigm: a case study of “crop chemical regulation principles and technologies”
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i9.4447
Abstract
The "New Agricultural Science" initiative requires agriculture and forestry universities to cultivate high-quality agricultural talent, yet traditional postgraduate agronomy courses suffer from abstract theory, scarce teaching scenarios and outdated content. Taking the course "Principles and Technologies of Crop Chemical Regulation" as an example, innovations were implemented by optimizing content (making core knowledge precise and cutting-edge while grounding practical scenarios in production), upgrading pedagogy ("case + problem" driven learning plus online/offline blending), and aligning the curriculum with agro-industry needs and innovation contests. These measures markedly enhanced students' practical and innovative abilities, producing multiple award-winning students, and providing a useful reference for reforming postgraduate agronomy courses under the New Agricultural Science paradigm.
Keywords
new agricultural science; agronomy; postgraduate education; teaching innovation; crop chemical regulation
Funding
Undergraduate Education Reform Project of Henan Province (2024SJGLX0062)；(2023SJGLX054Y); (24JX0046); (2024KC60)
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Copyright © 2025 Yongchao WANG, Songwei LI, Jiameng GUO, Hao WANG, Yulou TANG, Qinghua YANG, Ruixin SHAO
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