乡村振兴背景下中职《农产品及农资营销》课程的教学模式优化研究

Research on the Optimization of Teaching Model of Marketing of Agricultural Products and Agricultural Materials Course in Secondary Vocational Schools under the Background of Rural Revitalization

摘要: 在国家全面推进乡村振兴战略的时代背景下，中等职业教育农类专业人才培养被赋予了新的使命。本研究聚焦于农产品及农资营销这一核心课程，针对其教学模式与乡村产业升级需求脱节的核心问题展开研究。首先从政策导向、产业变革与教育使命三个维度，论述了课程改革的紧迫性与重要价值。继而通过深入剖析，揭示了当前教学模式在目标定位、内容体系、方法手段、实践环节及评价机制五个方面存在的具体困境及其深层次原因。这些困境的本质是产教融合不深、供需结构错位。为此，本文以“深度产教融合”为根本理念与行动框架，构建了一个系统性、一体化的教学模式优化路径。该路径涵盖目标体系的重塑(确立价值、知识、能力三维目标)、教学内容的迭代重构(强调模块化、动态化与本土化)、教学方法与手段的创新(推行项目化教学、深化数字化赋能、创设沉浸式情境)、实践教学体系的强化(构筑平台、机制、项目三位一体)，以及评价体系的改革(建立多元、过程、增值的综合评价机制)。通过这一系统改革，课程教学能更紧密地对接乡村产业链，有效培养学生“懂农业、爱农村、善营销”的复合型职业能力，从而为中职农类专业提质增效、精准服务乡村振兴提供可复制、可操作的参考方案。

Abstract: Against the background of China’s comprehensive promotion of the rural revitalization strategy, the cultivation of agricultural talents in secondary vocational education has been entrusted with new missions. This study focuses on the core course of Marketing of Agricultural Products and Agricultural Materials, and addresses the key problem that its teaching mode is disconnected from the demands of rural industrial upgrading. Firstly, the urgency and significance of curriculum reform are discussed from three dimensions: policy orientation, industrial transformation and educational mission. Then, through in-depth analysis, the specific dilemmas and underlying causes of the current teaching mode are revealed in five aspects: goal orientation, content system, teaching methods, practical links and evaluation mechanism. The essence of these dilemmas lies in the insufficient integration of industry and education, as well as the mismatch between supply and demand. Therefore, guided by the fundamental concept and framework of “in-depth integration of industry and education”, this paper constructs a systematic and integrated path for the optimization of teaching mode. The path includes the remodeling of the goal system (establishing three-dimensional goals of values, knowledge and ability), the iterative reconstruction of teaching content (emphasizing modularization, dynamics and localization), the innovation of teaching methods and means (implementing project-based teaching, deepening digital empowerment, and creating immersive situations), the strengthening of the practical teaching system (building a trinity of platforms, mechanisms and projects), and the reform of the evaluation system (establishing a comprehensive evaluation mechanism featuring diversity, process and value-added). Through this systematic reform, curriculum teaching can be more closely integrated with the rural industrial chain, and effectively cultivate students’ compound professional abilities of “understanding agriculture, loving rural areas and being good at marketing”. Thus, it provides a replicable and operable reference scheme for improving the quality and efficiency of agricultural majors in secondary vocational schools and serving rural revitalization accurately.