| 摘要 |
Addressing issues such as the overemphasis on theory, insufficient practice, simplistic assessment, and shallow integration of course-based ideological and political education in the course Labor Education—Modern Agricultural Production Technology, this paper, grounded in teaching practices from 2024 to 2025, systematically explores reforms across four dimensions: restructuring course objectives, optimizing teaching models, reforming the evaluation system, and integrating labor education with course-based ideological-political education. By implementing modular teaching, diversifying field practice activities, incorporating smart agriculture case studies, and establishing a comprehensive process-oriented evaluation mechanism covering skill proficiency, teamwork, project performance, and ideological-political awareness, the reform has successfully facilitated a pedagogical shift from "knowledge transmission" to "competency development". The findings demonstrate significant enhancements in students’ labor skills, professional interest, innovative mindset, and awareness of serving agriculture, rural areas, and farmers ("Three Rural Issues"). The educational objectives of cultivating morality through labor (cultivating ideological and political education), promoting learning through labor, and nurturing skills through labor were effectively achieved, offering a practical and referenceable pathway for labor education curriculum reform in the new era. |
