The tutor system student team of yangzhou university college of agriculture is conducting science and technology research. Courtesy of Yangzhou University
“Students, return to your hometown after graduation and use your strength to contribute to the revitalization of the local countryside!” On the occasion of graduation, the College of Agriculture of Yangzhou University organized graduates to take the “last lesson” in the cloud, and invited a number of alumni who took root in the rural frontline after graduation to tell their “youth stories”.
Tao Danyu is a graduate of the hospital’s 2018 rural regional development major, who gave up his work in the city after graduation, took the initiative to return to his hometown, devoted himself to the grassroots, had “zero-distance” contact with the masses, received “all-round” training, and has become a post-90s village party committee cadre, which has been unanimously recognized by the masses. She told reporters: “Returning to my hometown and coming to the countryside is the most correct choice for me!” ”
Tao Danyu, who does not love the city and loves the wilderness, is a microcosm of the cultivation of innovative agricultural talents at Yangzhou University. In recent years, relying on the comprehensive advantages of multiple disciplines, the school has focused on cultivating new agricultural talents with deep feelings, broad knowledge, broad and precise ability, and generous quality in the process of interdisciplinary intersection, path integration, and resource integration, and can go down, use, retain, and get up.
“Professional Thinking” Combining Agricultural Conditions and National Conditions with Professional Knowledge
For a long time, the strange situation of “learning from farmers does not love agriculture, and learning from farmers does not follow farmers” has been a pain point and problem for the cultivation of talents in agriculture-related colleges and universities. According to the survey, among the undergraduate graduates of the class of 2020, the turnover rate of agricultural graduates within half a year of graduation is as high as 31%.
“Why can’t agriculture keep people?” In the view of Yan Changjie, dean of the College of Agriculture of Yangzhou University, thousands of years of agricultural civilization have left the stereotype that agriculture is “synonymous” with hard work and backwardness. In addition, agricultural education has long focused on the transfer of professional skills, ignoring the value of fundamentally educating students on agriculture, rural areas and farmers.
Spring ploughing is poetic, and the earth is picturesque. Not long ago, in the farmland of Hanjiang District of Yangzhou City, Xu Chenwu, a professor at Yangzhou University, led students to help carry out farming while teaching statistical expertise. From the “Fertile Thousand Miles” in front of us to the “three rural areas of a big country”, the class attracted more than 100 students who “rubbed the class to observe” through live video to look forward to the poetry and distant places of agriculture.
“Only by combining the national conditions of agriculture with the teaching of professional knowledge, and explaining clearly, clearly, and thoroughly, can students understand the general trend of China’s agricultural development, understand the heavy responsibility of rural revitalization and construction, and understand the mission of the times for agricultural and forestry youth in the new era.” Xu Chenwu understands “professional thinking and politics” in this way.
It is understood that the College of Agriculture of Yangzhou University has fully implemented the “four whole courses and four promotions” as the content of the talent training model construction and practice, innovated the whole process of professional ideological and political education system, excavated the moral education elements in professional education, cooperated with the comprehensive construction of the teaching team, formed a spiraling quality mutual promotion system of teaching, learning and research, and vigorously promoted the same direction of various courses and ideological and political courses. The college has successively launched a series of professional special ideological and political classrooms such as “field classroom” and “farmer experience class”, taking agricultural conditions as the most vivid material and cultivating reading as the most realistic teaching plan.
Practice and science and technology innovation dual line efforts to cultivate comprehensive quality
Thick feelings are inseparable from the support of broad knowledge. In order to better cultivate the comprehensive quality of “standing on top of the sky”, the college has made efforts from the dual line of practice and science and technology innovation.
On the one hand, innovation has built a progressive five practice system of “labor practice, social practice, practical training practice, innovative practice, and production practice” to improve the quality of students’ standing practice.
On the other hand, guide students to enter the team, project, and laboratory, create a “selection-cultivation-competition-incubation” double-creation guidance “Yunchuang Space” that integrates “selection-cultivation-competition-incubation”, and comprehensively forge students’ innovation and entrepreneurship capabilities.
“The times are progressing, the industry is developing, and the cultivation of agricultural talents also needs reform and innovation.” Yan Changjie introduced that as early as 2014, the school implemented a tutor system for all undergraduates, and 1 tutor brought 2 to 3 undergraduates, responsible for guiding students throughout the process to carry out professional learning and innovation and entrepreneurship practice.
Since 2021, the college has carried out innovative upgrades on the basis of the original tutor system, and officially launched the four-year consistent mentor system. By providing a dedicated tutor for each undergraduate freshman, and providing full-process guidance for students’ professional learning, practical training, innovation and entrepreneurship, etc., we guide and help students strengthen their professional confidence, cultivate the feelings of the three rural areas, and enhance their comprehensive quality.
Create a precedent for school-site joint training of rural grassroots talents
Talent training should not be limited to the school, but should also “go out”. Since 2010, the college has successively carried out joint training of undergraduate students majoring in “Rural Regional Development” with Zhangjiagang City and Changshu City in Jiangsu Province, and adopted the “order-type” school-site joint method to cultivate more than 400 compound application-oriented talents for the two places. This “village to village” type of outstanding agricultural talent training model has been unanimously praised by local governments and graduates, and has also created a precedent for the joint development of undergraduate education for rural grassroots practical talents in schools and localities across the country.
Profound agricultural feelings and broad knowledge inspire students to go out of the classroom and into the field to take on the heavy responsibility of rural revitalization.
Wang Dunliang is the head of the practice group of the party branch of the doctoral students of the academy. In recent years, he has led party members and doctoral students to more than 10 counties around Yangzhou to carry out practical activities to serve the “three rural areas” and send modern agricultural knowledge and technology to the fields. Since the outbreak of the new round of the epidemic, the practice group has created the “Epidemic Agricultural Technology Micro-Classroom”, carried out online spring ploughing production guidance for farmers, and released nearly 20 sessions of the “War Epidemic Agricultural Technology Micro-Classroom”, providing a strong university cloud wisdom for spring farming production.
After personally experiencing the volunteer service work in the front line of agriculture, many students have a deeper understanding of their majors and future, and are determined to learn agriculture well and be able to take root in the grassroots after graduation. According to statistics, nearly 80 percent of the members of the practice group who have graduated this year have chosen to continue to devote themselves to agriculture, use what they have learned to help farmers solve the most practical problems, and contribute to the responsibilities and deeds of young students in the big stage of rural revitalization.
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