和晓蓉. 传承创新农业文化:高等农业院校的新课堂[J]. 云南农业大学学报(社会科学), 2015, 9(3): 75-79. DOI: 10.3969/j.issn.1004-390X(s).2015.03.015
引用本文: 和晓蓉. 传承创新农业文化:高等农业院校的新课堂[J]. 云南农业大学学报(社会科学), 2015, 9(3): 75-79. DOI: 10.3969/j.issn.1004-390X(s).2015.03.015
HE Xiaorong. Inheritance and Innovation of Agricultural Culture: A New Class of Agricultural Colleges and Universities[J]. Journal of Yunnan Agricultural University (Social Science), 2015, 9(3): 75-79. DOI: 10.3969/j.issn.1004-390X(s).2015.03.015
Citation: HE Xiaorong. Inheritance and Innovation of Agricultural Culture: A New Class of Agricultural Colleges and Universities[J]. Journal of Yunnan Agricultural University (Social Science), 2015, 9(3): 75-79. DOI: 10.3969/j.issn.1004-390X(s).2015.03.015

传承创新农业文化:高等农业院校的新课堂

Inheritance and Innovation of Agricultural Culture: A New Class of Agricultural Colleges and Universities

  • 摘要: 文化的传承途径有民间传承和学校传承两种模式, 前者在传统农业社会中曾占主导地位, 但随着我国社会发展, 传承主体、传承内容和传承场都在发生变化, 民间传承遇到了前所未有的困难, 学校传承势在必行。作为现代农业技术和理念的传播中心, 高等农业院校有着传承创新农业文化的优势资源。本文旨在讨论高等农业院校传承创新农业文化的紧迫性, 提出农业文化进高等农业院校课堂的设想, 认为可以在教学计划的制定、师资队伍的建设、课程设置、博物馆的创建、地方项目的参与等方面开展工作。

     

    Abstract: The way of cultural inheritance has two modes, that is folk heritage and school heritage, the former has played a leading role in the traditional agriculture society, but with the development of our society, the inheritance main body, content and inheritance field are changing, the folk inheritance encountered hitherto unknown difficulties, school inheritance is imperative.As a communication center of modern agricultural technology and ideas, the higher agricultural colleges and universities have the supper resources of inheritance and innovation of agricultural culture.This paper aims to discuss the urgency of the agricultural colleges and universities to inherit and innovate the agricultural culture, and put forward the idea of the agricultural culture into the classroom of higher agricultural colleges and universities, and it thinks we can begin the work about the teaching plan formulation, the construction of teaching staff, curriculum setting, the museum's creation, the participation of local projects, etc.

     

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