新农科建设背景下非农课程的耕读教育实践研究OACHSSCD

The advancement of emerging agricultural education construction has mandated that agricultural and forestry institutions nationwide assume a pivotal role in cultivating transdisciplinary rural professionals.Agri-Scholastic Education has emerged as an actionable mechanism for operationalizing pedagogical innovations aligned with the dual imperatives of disciplinary modernization and higher education reform.Grounded in the developmental requirements of emerging agricultural education,this study proposes a quadripartite pedagogical framework—the Philosophy-Competence-Practice-Cultivation Teaching model—for Agri-Scholastic curriculum architecture.Through longitudinal implementation(2019-2022)in the Principles of Social Work course,three pedagogical modalities were systematically examined:Contextualized Rural Immersion Pedagogy,Digitally Mediated Fieldwork,and Self-Regulated Praxis Empowerment.Empirical evidence demonstrates that the system effectively achieves curriculum objectives,with significant outcomes observed in curriculum integration efficacy,cognitive-practical competency development,and agricultural disciplinary talent cultivation.Multivariate analysis identified learner archetypes,instructional resource taxonomy,and scenario-specific didactic dynamics as the three principal determinants of pedagogical efficacy.To extrapolate this teaching model to non-agricultural curricula,we propose implementing meta-integrative curriculum engineering,pluridisciplinary instructional epistemology,and triangulated pedagogical analytics.This paradigm demonstrates the potential to produce professionals with dual excellence in disciplinary rigor and agrarian literacy,thereby forming a strategic human capital reserve for rural sustainable development and agricultural modernization initiatives.