[1]董维春 董文浩 刘晓光.中国近现代高等农业教育转型的历史考察与展望——基于教育与社会系统互作分析框架[J].中国农史,2022,41(04):36-50.
　DONG Wei-chun DONG Wen-hao LIU Xiao-guang.Historical Investigation and Prospect of Chinese Higher Agricultural Education Transformation in the Past Century：An Analytical Framework Interacting Educational System with Social System[J].AGRICULTURAL HISTORY OF CHINA,2022,41(04):36-50.
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中国近现代高等农业教育转型的历史考察与展望——基于教育与社会系统互作分析框架()
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《中国农史》[ISSN:1000-4459/CN:32-1061/S]

卷:
41
期数:
2022年04期
页码:
36-50
栏目:
出版日期:
2022-08-30

文章信息/Info

Title:
Historical Investigation and Prospect of Chinese Higher Agricultural Education Transformation in the Past Century：An Analytical Framework Interacting Educational System with Social System
作者:
董维春 董文浩 刘晓光
（南京农业大学 公共管理学院，江苏 南京 210095）
Author(s):
DONG Wei-chun DONG Wen-hao LIU Xiao-guang
（College of Public Administration，Nanjing Agricultural University，Nanjing 210095）
关键词:
乡村振兴战略;  农业农村发展;  高等农业教育;  教育转型;  新农科
Keywords:
rural revitalization strategy;  agricultural and rural development;  higher agricultural education;  education transformation;  the Emerging Agricultural Education
分类号:
S-09；K207
文献标志码:
A
摘要:
本文基于教育与社会系统互作关系，构建了“农业农村发展—教育组织形态—学科专业结构—人才培养特点”分析框架，对中国近现代高等农业教育演变进行观测。新文化运动促进了农务学堂教育向现代农业科学教育的转型，100多年来中国高等农业教育共出现了五次群发性激烈变革，本文归纳为高等农业教育的五次转型。在高等农业教育机构形态方面，先后出现了综合性大学农学院、单科性农学院、多科性农业大学和农业特色研究型大学，目前正朝着创业型大学方向转变。每次转型期历时10年左右，形成了阶段性稳定的教育制度，但新的社会需求又孕育着下一次的激烈变革，总体上符合生命周期律。深入研究中国高等农业教育转型规律，对当前乡村振兴战略背景下进行的新农科建设具有理论和实践意义。
Abstract:
Based on study of the interactions between educational system and social system, this paper constructs an analytical framework to describe the evolution of higher agricultural education in modern China following the potential logic of "agricultural and rural development—educational organization forms—discipline and specialty structure—characteristics of talent cultivation". Started from the transforma tion of agricultural school education to modern agricultural science education promoted by the New Culture Movement, Chinese higher agricultural education has experienced five drastic adjustment in the past 100 years，which can be summarized as five transformations of higher agricultural education. Each transition period lasted about 10 years and were overall consistent with life cycle characteristics, in which had not only formed a stable education system but also breed the fierce change with the varying social demands. In the form of higher agricultural education institutions，agricultural colleges of comprehensive university, single subject agricultural college, multi-disciplinary agricultural universities and research universities with agricultural characteristics were developed successively in time, all of which are now changing towards entrepreneurial universities. In general, our research deeply study on the transformation regularity of Chinese higher agricultural education has valuable theoretical and practical significance for the ongoing development of the Emerging Agricultural Education under the background of Rural Revitalization Strategy.

相似文献/References:

[1]董维春 梁琛琛 刘晓光.从传统到现代的高等农业教育——兼论中国“新农科”教育[J].中国农史,2018,37(06):33.
　DONG Wei-chun LIANG Chen-chen LIU Xiao-guang.Higher Agricultural Education from Tradition to Modernization——Proposal for China’s Neo-Agriculture Education[J].AGRICULTURAL HISTORY OF CHINA,2018,37(04):33.

更新日期/Last Update: 2022-09-03