农学类专业课程思政元素的挖掘与融入：现状、问题与对策

Excavation and Integration of Ideological and Political Elements in Agricultural Disciplines: Current Status, Problems, and Countermeasures

摘要: 课程思政是新时代高等教育落实立德树人根本任务的战略举措，涉农高校以其服务“三农”的独特使命而在课程思政建设中具有天然优势。本文系统梳理了农学类专业课程思政元素的内涵与主要类型，将其归纳为家国情怀与“三农”认同、科学精神与创新意识、生态文明理念、文化自信与农耕文化、法治意识与职业道德、全球视野六大类型；在此基础上，提炼了从教学内容、学科历史、科学家故事、社会热点和国家战略五个维度挖掘思政元素，以及通过教学目标、教学内容、教学方法、实践教学、网络教学和考核评价六个渠道融入思政元素的基本路径。针对当前思政元素挖掘不充分、碎片化，融入方式生硬、形式化，教师课程思政意识与能力不足，机制保障不健全等突出问题，提出构建系统化思政元素图谱、创新多元化融入模式、加强教师能力建设、强化顶层设计完善机制保障等优化对策，以期为涉农高校深化课程思政建设提供理论参考与实践指导。

Abstract: Curriculum-based ideological and political education is a strategic initiative for higher education in the new era to fulfill the fundamental mission of fostering virtue through education. Agriculture-related higher education institutions have inherent advantages in this endeavor because of their distinctive mission to serve agriculture, rural areas, and farmers. This paper systematically reviews the connotation and primary types of ideological and political elements in agricultural disciplines, categorizing them into six types: patriotism and the identification of agriculture, rural areas, and farmers; scientific spirit and innovative consciousness; ecological civilization; cultural confidence and farming culture; legal awareness and professional ethics; and global vision. Building on this typology, the paper distills the fundamental pathways for excavating these elements from five dimensions—teaching content, disciplinary history, scientist narratives, social hotspots, and national strategies—and for integrating them through six channels: teaching objectives, teaching content, teaching methods, practical teaching, online teaching, and assessment and evaluation. Addressing salient problems, including insufficient and fragmented excavation, rigid and formalistic integration, inadequate teacher awareness and competence, and imperfect institutional mechanisms, the paper proposes countermeasures, including constructing systematic element maps, innovating diversified integration models, strengthening teacher capacity building, and reinforcing top-level design to improve institutional safeguards. These recommendations aim to provide theoretical reference and practical guidance for deepening curriculum-based ideological and political education in agriculture-related higher education institutions.