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探索培養新型農林人才支撐農業強國建設

徐劍波

　　黨(dang)(dang)的(de)(de)(de)(de)二十(shi)大(da)(da)報告提(ti)出(chu)，“加(jia)(jia)快(kuai)建(jian)設農(nong)業(ye)(ye)(ye)(ye)強(qiang)國(guo)(guo)(guo)(guo)，扎實(shi)推(tui)動(dong)鄉(xiang)村產(chan)業(ye)(ye)(ye)(ye)、人才(cai)、文(wen)化、生(sheng)態(tai)、組(zu)織振興(xing)(xing)(xing)”，并對“加(jia)(jia)快(kuai)建(jian)設教育強(qiang)國(guo)(guo)(guo)(guo)、科(ke)技(ji)強(qiang)國(guo)(guo)(guo)(guo)、人才(cai)強(qiang)國(guo)(guo)(guo)(guo)”作出(chu)系(xi)統(tong)(tong)部署。黨(dang)(dang)的(de)(de)(de)(de)二十(shi)屆(jie)三(san)中(zhong)(zhong)全(quan)會(hui)(hui)審議(yi)通過(guo)的(de)(de)(de)(de)《中(zhong)(zhong)共中(zhong)(zhong)央關(guan)于進一(yi)(yi)步(bu)(bu)全(quan)面(mian)深(shen)化改革(ge)、推(tui)進中(zhong)(zhong)國(guo)(guo)(guo)(guo)式現代化的(de)(de)(de)(de)決(jue)定》(以下簡稱《決(jue)定》)提(ti)出(chu)“完善強(qiang)農(nong)惠農(nong)富農(nong)支持制度(du)”，并強(qiang)調“統(tong)(tong)籌推(tui)進教育科(ke)技(ji)人才(cai)體(ti)制機制一(yi)(yi)體(ti)改革(ge)”。2024年9月，習(xi)近平總書(shu)(shu)記(ji)在全(quan)國(guo)(guo)(guo)(guo)教育大(da)(da)會(hui)(hui)上進一(yi)(yi)步(bu)(bu)強(qiang)調，“要統(tong)(tong)籌實(shi)施科(ke)教興(xing)(xing)(xing)國(guo)(guo)(guo)(guo)戰略(lve)、人才(cai)強(qiang)國(guo)(guo)(guo)(guo)戰略(lve)、創新驅動(dong)發展(zhan)戰略(lve)，一(yi)(yi)體(ti)推(tui)進教育發展(zhan)、科(ke)技(ji)創新、人才(cai)培養(yang)(yang)”。農(nong)業(ye)(ye)(ye)(ye)強(qiang)國(guo)(guo)(guo)(guo)是社會(hui)(hui)主義(yi)現代化強(qiang)國(guo)(guo)(guo)(guo)的(de)(de)(de)(de)根基，人才(cai)是最寶貴的(de)(de)(de)(de)資源，是加(jia)(jia)快(kuai)建(jian)設農(nong)業(ye)(ye)(ye)(ye)強(qiang)國(guo)(guo)(guo)(guo)的(de)(de)(de)(de)基礎性(xing)、戰略(lve)性(xing)支撐。涉農(nong)高校作為農(nong)業(ye)(ye)(ye)(ye)科(ke)技(ji)創新的(de)(de)(de)(de)主戰場(chang)、新型農(nong)林(lin)人才(cai)培養(yang)(yang)的(de)(de)(de)(de)主陣地，要深(shen)入(ru)學習(xi)貫徹黨(dang)(dang)的(de)(de)(de)(de)二十(shi)大(da)(da)、黨(dang)(dang)的(de)(de)(de)(de)二十(shi)屆(jie)三(san)中(zhong)(zhong)全(quan)會(hui)(hui)精神和(he)(he)全(quan)國(guo)(guo)(guo)(guo)教育大(da)(da)會(hui)(hui)精神，深(shen)入(ru)學習(xi)領會(hui)(hui)習(xi)近平總書(shu)(shu)記(ji)給全(quan)國(guo)(guo)(guo)(guo)涉農(nong)高校的(de)(de)(de)(de)書(shu)(shu)記(ji)校長和(he)(he)專家(jia)代表(biao)、給中(zhong)(zhong)國(guo)(guo)(guo)(guo)農(nong)業(ye)(ye)(ye)(ye)大(da)(da)學科(ke)技(ji)小(xiao)院的(de)(de)(de)(de)同學們的(de)(de)(de)(de)重要回信精神，努力培養(yang)(yang)更多愛農(nong)情懷(huai)深(shen)、興(xing)(xing)(xing)農(nong)本(ben)領強(qiang)的(de)(de)(de)(de)新型農(nong)林(lin)人才(cai)，為推(tui)進鄉(xiang)村全(quan)面(mian)振興(xing)(xing)(xing)、加(jia)(jia)快(kuai)建(jian)設農(nong)業(ye)(ye)(ye)(ye)強(qiang)國(guo)(guo)(guo)(guo)提(ti)供強(qiang)有力的(de)(de)(de)(de)人才(cai)支撐。

　　新型農林人才培養是涉農高校的重要使命

　　鄉村要振興，人才是關鍵。農(nong)業強(qiang)國(guo)建(jian)設和農(nong)業農(nong)村發展對新型農(nong)林人才提(ti)出(chu)了(le)更高需求，為涉農(nong)高校人才培養工作賦予了(le)新使命、提(ti)出(chu)了(le)新要求、帶來(lai)了(le)新機遇。

　　1.涉(she)農高(gao)校人才(cai)培養擔負新使命

　　習近平(ping)總書(shu)記在(zai)給全國涉農(nong)高(gao)(gao)校的(de)(de)書(shu)記校長和(he)專(zhuan)家代(dai)表(biao)的(de)(de)回(hui)信中指出(chu)，“希望你們繼續以(yi)立德樹人為根(gen)本，以(yi)強(qiang)農(nong)興(xing)農(nong)為己任，拿(na)出(chu)更(geng)多科(ke)技成果(guo)，培(pei)養更(geng)多知農(nong)愛農(nong)新(xin)型人才”。這為涉農(nong)高(gao)(gao)校人才培(pei)養指明了(le)前(qian)進(jin)方(fang)向，提供了(le)根(gen)本遵(zun)循。伴隨(sui)著鄉(xiang)(xiang)村(cun)全面振(zhen)興(xing)和(he)城鄉(xiang)(xiang)融(rong)合發展對新(xin)時代(dai)農(nong)業(ye)人才提出(chu)新(xin)的(de)(de)要求，涉農(nong)高(gao)(gao)校要堅定不移落(luo)實立德樹人根(gen)本任務，主(zhu)動(dong)對標(biao)國家重(zhong)大(da)戰略、地方(fang)經(jing)濟社(she)會發展和(he)未來農(nong)業(ye)革新(xin)趨勢，培(pei)養更(geng)多愛農(nong)情(qing)懷深、興(xing)農(nong)本領(ling)強(qiang)的(de)(de)優秀人才，建功鄉(xiang)(xiang)村(cun)振(zhen)興(xing)大(da)舞臺，塑(su)造強(qiang)農(nong)興(xing)農(nong)新(xin)引(yin)擎。

　　2.涉農(nong)高校(xiao)人才培(pei)養迎來新機遇(yu)

　　推進中(zhong)國式現代化建設，最(zui)艱巨最(zui)繁重的任務在(zai)農(nong)業(ye)(ye)農(nong)村。鄉村振興戰(zhan)略的實施和(he)建設農(nong)業(ye)(ye)強(qiang)國目標的提出，不僅凸(tu)顯了農(nong)業(ye)(ye)、農(nong)村與農(nong)民在(zai)中(zhong)國式現代化進程(cheng)中(zhong)的基礎(chu)地位(wei)，而且(qie)催生了對具備(bei)現代農(nong)業(ye)(ye)科技知識(shi)、管理技能(neng)、創(chuang)新意識(shi)等(deng)多方(fang)面(mian)素養(yang)(yang)的各(ge)類農(nong)業(ye)(ye)人才的廣(guang)泛需求(qiu)，必將促使涉農(nong)高校在(zai)人才培(pei)養(yang)(yang)模式、課程(cheng)體(ti)系設計、教學方(fang)法創(chuang)新等(deng)方(fang)面(mian)進行深(shen)度改革(ge)。涉農(nong)高校應以此為契機(ji)，搶抓戰(zhan)略機(ji)遇，充(chong)分利用(yong)國家戰(zhan)略對農(nong)業(ye)(ye)產業(ye)(ye)、政策、市場、資源等(deng)的激(ji)勵(li)支撐作用(yong)，深(shen)化教育改革(ge)，優化人才培(pei)養(yang)(yang)體(ti)系，提升人才培(pei)養(yang)(yang)質量。

　　3.涉(she)農高(gao)校(xiao)人才培養亟需(xu)新(xin)變(bian)革

　　當前，新一輪(lun)科技革(ge)命和(he)產業變革(ge)深入發(fa)展，推(tui)動農(nong)(nong)(nong)(nong)業科技、產業、管理、經營方式發(fa)生系統(tong)性(xing)(xing)、革(ge)命性(xing)(xing)變化，更(geng)加凸顯了涉農(nong)(nong)(nong)(nong)高校在(zai)(zai)穩住國(guo)家(jia)農(nong)(nong)(nong)(nong)業基本盤(pan)中(zhong)的基礎性(xing)(xing)地位和(he)在(zai)(zai)應對全球(qiu)農(nong)(nong)(nong)(nong)業科技競爭中(zhong)的先導(dao)性(xing)(xing)作用。在(zai)(zai)新征程上，建設農(nong)(nong)(nong)(nong)業強國(guo)急需(xu)農(nong)(nong)(nong)(nong)林(lin)科技人(ren)(ren)才(cai)支(zhi)撐，糧食(shi)安(an)(an)全、種業安(an)(an)全、生物安(an)(an)全、生命健康等關(guan)鍵領域“卡(ka)脖子”技術亟待突破，黨和(he)國(guo)家(jia)對高端農(nong)(nong)(nong)(nong)林(lin)人(ren)(ren)才(cai)的需(xu)求比以往任何時候(hou)都更(geng)為迫切。因(yin)此，涉農(nong)(nong)(nong)(nong)高校應緊跟科技革(ge)命與產業動態，深化人(ren)(ren)才(cai)培養模式改革(ge)，加速推(tui)進學科專業調整，拓(tuo)寬傳統(tong)農(nong)(nong)(nong)(nong)科邊(bian)界，培養一批具備現代農(nong)(nong)(nong)(nong)業產業、科技、經營、規劃、建設和(he)鄉(xiang)村治理能力的復合型、創新型人(ren)(ren)才(cai)。

　　新型農林人才的培養要求

　　在以中國(guo)(guo)式現(xian)代化推進(jin)中華民(min)(min)族偉(wei)大復興的進(jin)程中，農(nong)(nong)業(ye)作為國(guo)(guo)計民(min)(min)生(sheng)的基(ji)礎，承載著推進(jin)鄉村全面振興、保障糧(liang)食安全、促進(jin)生(sheng)態文(wen)明(ming)的時(shi)代訴求。涉農(nong)(nong)高校作為新(xin)時(shi)代農(nong)(nong)林(lin)人才培(pei)養(yang)的主陣地，要(yao)貫(guan)徹落實好習近平總書記在全國(guo)(guo)教育大會上(shang)提出的“教育引導青少(shao)年(nian)學生(sheng)堅(jian)定馬克思主義信仰、中國(guo)(guo)特(te)色(se)社會主義信念、中華民(min)(min)族偉(wei)大復興信心，立(li)報國(guo)(guo)強國(guo)(guo)大志向、做(zuo)挺膺擔當奮斗(dou)者”重要(yao)要(yao)求，培(pei)養(yang)一大批(pi)具備深(shen)厚愛(ai)農(nong)(nong)情懷、精湛(zhan)專業(ye)素(su)養(yang)的新(xin)型農(nong)(nong)林(lin)人才。

　　1.新型農(nong)林(lin)人(ren)才(cai)要根植(zhi)鄉土，心(xin)系“三農(nong)”，厚植(zhi)愛農(nong)情懷(huai)

　　愛(ai)農(nong)(nong)(nong)情(qing)懷(huai)對(dui)于(yu)(yu)農(nong)(nong)(nong)林(lin)學子而言，超越了專業(ye)(ye)(ye)和(he)職業(ye)(ye)(ye)選擇，升華成一(yi)種(zhong)對(dui)土地、對(dui)生(sheng)命、對(dui)文化的(de)深沉情(qing)感(gan)。這種(zhong)情(qing)懷(huai)源(yuan)于(yu)(yu)對(dui)傳統農(nong)(nong)(nong)耕文化的(de)敬重與(yu)傳承，對(dui)農(nong)(nong)(nong)業(ye)(ye)(ye)現代(dai)化進程(cheng)中遇(yu)到(dao)的(de)挑(tiao)戰與(yu)機遇(yu)的(de)深刻認(ren)識，以及對(dui)農(nong)(nong)(nong)業(ye)(ye)(ye)農(nong)(nong)(nong)村(cun)現狀(zhuang)的(de)深切關注和(he)對(dui)增進農(nong)(nong)(nong)民福祉的(de)不懈追求。在新形勢下(xia)，愛(ai)農(nong)(nong)(nong)情(qing)懷(huai)不僅僅是對(dui)農(nong)(nong)(nong)業(ye)(ye)(ye)生(sheng)產(chan)的(de)熱愛(ai)，更(geng)是對(dui)鄉(xiang)村(cun)全(quan)面振興的(de)積極響應，對(dui)綠(lv)色生(sheng)態理(li)念的(de)堅定(ding)踐行，對(dui)農(nong)(nong)(nong)業(ye)(ye)(ye)現代(dai)化進程(cheng)的(de)積極推動。這種(zhong)情(qing)懷(huai)激勵更(geng)多(duo)農(nong)(nong)(nong)林(lin)人才在面對(dui)農(nong)(nong)(nong)業(ye)(ye)(ye)轉型、產(chan)業(ye)(ye)(ye)升級的(de)挑(tiao)戰時，堅守初心、勇于(yu)(yu)擔(dan)當，用實際行動詮釋“綠(lv)水青山(shan)就是金山(shan)銀山(shan)”的(de)發展理(li)念，為實現農(nong)(nong)(nong)業(ye)(ye)(ye)強、農(nong)(nong)(nong)村(cun)美、農(nong)(nong)(nong)民富的(de)目(mu)標貢獻力量，不斷推動農(nong)(nong)(nong)業(ye)(ye)(ye)農(nong)(nong)(nong)村(cun)現代(dai)化事(shi)業(ye)(ye)(ye)取得長遠進步。

　　2.新型農(nong)林(lin)人才要知識全面(mian)，聚焦前沿(yan)，掌握(wo)多元(yuan)化的(de)專業技(ji)能

　　專(zhuan)業(ye)技(ji)(ji)能(neng)(neng)是新(xin)型農(nong)林人才(cai)的(de)(de)(de)硬實(shi)力，是推動農(nong)業(ye)農(nong)村現(xian)代(dai)化(hua)和可持續發展(zhan)的(de)(de)(de)關鍵(jian)。農(nong)林學(xue)子不僅(jin)要(yao)具備扎實(shi)的(de)(de)(de)理論(lun)基礎，更(geng)要(yao)能(neng)(neng)夠將這些理論(lun)應用(yong)于(yu)實(shi)踐(jian)，解決實(shi)際(ji)問(wen)題。隨著科(ke)技(ji)(ji)的(de)(de)(de)飛速(su)進(jin)步，農(nong)林學(xue)子還需掌(zhang)握現(xian)代(dai)信息技(ji)(ji)術、生(sheng)物技(ji)(ji)術、智(zhi)能(neng)(neng)裝(zhuang)備等(deng)前(qian)沿科(ke)技(ji)(ji)，運用(yong)大數據、云計算、物聯網(wang)等(deng)手(shou)段提升農(nong)業(ye)的(de)(de)(de)智(zhi)能(neng)(neng)化(hua)水平。此(ci)外，新(xin)型農(nong)林人才(cai)的(de)(de)(de)培養(yang)不僅(jin)限(xian)于(yu)單一學(xue)科(ke)，更(geng)要(yao)強調跨學(xue)科(ke)知識的(de)(de)(de)融(rong)合與應用(yong)，以及對農(nong)業(ye)未來趨勢的(de)(de)(de)前(qian)瞻(zhan)洞(dong)察(cha)。因此(ci)，要(yao)開展(zhan)交叉學(xue)科(ke)人才(cai)培養(yang)，打破學(xue)科(ke)專(zhuan)業(ye)壁(bi)壘，促進(jin)多學(xue)科(ke)、跨領域協同育人，不斷拓展(zhan)學(xue)生(sheng)的(de)(de)(de)綜合知識結構與實(shi)踐(jian)技(ji)(ji)能(neng)(neng)。

　　3.新(xin)型農(nong)林人才要銳意進取，引(yin)領變革，具備開拓創新(xin)的(de)意識

　　在(zai)新(xin)征(zheng)程上，無論(lun)是(shi)推進鄉村全面(mian)振興還(huan)是(shi)“三農(nong)”問題(ti)的(de)(de)解(jie)決(jue)，都對各類人(ren)才(cai)特別是(shi)具有(you)開拓創(chuang)新(xin)意識的(de)(de)新(xin)型農(nong)林(lin)人(ren)才(cai)提出了(le)前所(suo)未有(you)的(de)(de)要求(qiu)和(he)期待(dai)。創(chuang)新(xin)意識能(neng)夠促使人(ren)才(cai)跳出傳統思(si)維(wei)的(de)(de)局(ju)限，積(ji)極探(tan)索新(xin)技術、新(xin)模(mo)式、新(xin)業態(tai)。無論(lun)是(shi)改良(liang)作物品種(zhong)(zhong)，優化種(zhong)(zhong)植結構，還(huan)是(shi)開發智慧農(nong)業系統，構建(jian)循環經濟(ji)，都需要新(xin)型人(ren)才(cai)具備(bei)敏銳的(de)(de)問題(ti)識別能(neng)力(li)、高效(xiao)的(de)(de)解(jie)決(jue)方(fang)案(an)設計能(neng)力(li)和(he)勇于實踐的(de)(de)銳氣。創(chuang)新(xin)不僅是(shi)技術層面(mian)的(de)(de)革(ge)新(xin)，更是(shi)思(si)維(wei)模(mo)式的(de)(de)轉變(bian)，這就要求(qiu)農(nong)林(lin)學子具有(you)廣闊的(de)(de)視野、開放的(de)(de)心(xin)態(tai)和(he)持續學習的(de)(de)習慣(guan)，能(neng)夠在(zai)不斷(duan)變(bian)化的(de)(de)環境中抓住機遇，有(you)效(xiao)應對各種(zhong)(zhong)挑(tiao)戰。

　　新型農林人才的培養路徑

　　涉農(nong)高校必須深入學習貫(guan)(guan)徹(che)習近平總(zong)書記給全國(guo)(guo)涉農(nong)高校的(de)書記校長和專(zhuan)家代表、給中國(guo)(guo)農(nong)業(ye)大(da)學科技(ji)小(xiao)院的(de)同學們的(de)重(zhong)要回信精(jing)神，深入貫(guan)(guan)徹(che)全國(guo)(guo)教育(yu)(yu)(yu)大(da)會精(jing)神，主(zhu)動對(dui)接現(xian)(xian)代化農(nong)業(ye)強國(guo)(guo)建設的(de)需要，深刻(ke)把(ba)握黨(dang)和國(guo)(guo)家對(dui)“三農(nong)”工作的(de)現(xian)(xian)實(shi)要求(qiu)，不斷(duan)探索人才培養的(de)新(xin)路徑、新(xin)模式、新(xin)方案，在培育(yu)(yu)(yu)愛農(nong)興農(nong)新(xin)型人才實(shi)踐中，更新(xin)育(yu)(yu)(yu)人理(li)念，提升育(yu)(yu)(yu)人實(shi)效。

　　1.強化愛農(nong)情懷(huai)教育

　　涉農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)高校(xiao)要(yao)將“三(san)(san)(san)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)”價(jia)值(zhi)塑造和(he)(he)“三(san)(san)(san)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)”情(qing)懷教(jiao)育(yu)(yu)貫穿教(jiao)育(yu)(yu)教(jiao)學(xue)(xue)(xue)全過程和(he)(he)各方面，著(zhu)力(li)鍛造農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)林學(xue)(xue)(xue)子(zi)心(xin)系“三(san)(san)(san)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)”、情(qing)牽(qian)“三(san)(san)(san)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)”、行為“三(san)(san)(san)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)”的(de)(de)(de)赤子(zi)情(qing)懷。一是(shi)(shi)在深(shen)(shen)化(hua)(hua)(hua)(hua)(hua)“三(san)(san)(san)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)”價(jia)值(zhi)認知(zhi)(zhi)中(zhong)(zhong)(zhong)厚(hou)植(zhi)愛(ai)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)情(qing)懷。堅(jian)持不(bu)懈用習近(jin)平新時(shi)(shi)代中(zhong)(zhong)(zhong)國特色社會(hui)主義思(si)(si)想鑄(zhu)魂育(yu)(yu)人(ren)，把“紅色基(ji)因”與涉農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)高校(xiao)“綠色元素”深(shen)(shen)度融(rong)合(he)，將農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)人(ren)“艱苦奮斗的(de)(de)(de)工作(zuo)(zuo)作(zuo)(zuo)風(feng)”“田野逐夢的(de)(de)(de)價(jia)值(zhi)追求”“強農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)興農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)的(de)(de)(de)時(shi)(shi)代責任”“鄉(xiang)(xiang)村(cun)(cun)振興的(de)(de)(de)使命(ming)擔當(dang)”“強國建(jian)設(she)(she)(she)的(de)(de)(de)宏偉愿景”等(deng)內容有(you)機融(rong)入思(si)(si)政(zheng)課(ke)(ke)程、課(ke)(ke)程思(si)(si)政(zheng)，引導(dao)青年(nian)學(xue)(xue)(xue)生(sheng)(sheng)深(shen)(shen)刻理解(jie)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)村(cun)(cun)現代化(hua)(hua)(hua)(hua)(hua)在中(zhong)(zhong)(zhong)國式(shi)現代化(hua)(hua)(hua)(hua)(hua)中(zhong)(zhong)(zhong)的(de)(de)(de)基(ji)礎地(di)位，進一步堅(jian)定(ding)知(zhi)(zhi)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)愛(ai)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)、強農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)興農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)的(de)(de)(de)信(xin)念和(he)(he)決(jue)心(xin)。二是(shi)(shi)在賡續(xu)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)耕(geng)(geng)文(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)血脈(mo)中(zhong)(zhong)(zhong)厚(hou)植(zhi)愛(ai)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)情(qing)懷。我國農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)耕(geng)(geng)文(wen)(wen)(wen)明源遠流長(chang)、博大(da)精(jing)深(shen)(shen)，是(shi)(shi)中(zhong)(zhong)(zhong)華優(you)秀(xiu)傳(chuan)統(tong)文(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)的(de)(de)(de)根，是(shi)(shi)涉農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)高校(xiao)人(ren)才培養的(de)(de)(de)寶貴(gui)文(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)資源。要(yao)推(tui)動(dong)(dong)(dong)耕(geng)(geng)讀教(jiao)育(yu)(yu)與專業(ye)(ye)教(jiao)育(yu)(yu)融(rong)合(he)發展，強化(hua)(hua)(hua)(hua)(hua)中(zhong)(zhong)(zhong)華農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)耕(geng)(geng)文(wen)(wen)(wen)明、鄉(xiang)(xiang)土民俗文(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)等(deng)課(ke)(ke)程教(jiao)學(xue)(xue)(xue)，通過舉(ju)辦傳(chuan)統(tong)文(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)節(jie)、耕(geng)(geng)讀文(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)節(jie)、農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)科技(ji)文(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)節(jie)等(deng)校(xiao)園文(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)活動(dong)(dong)(dong)，建(jian)好中(zhong)(zhong)(zhong)華農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)耕(geng)(geng)文(wen)(wen)(wen)明博物館、農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)耕(geng)(geng)文(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)校(xiao)園景觀等(deng)，讓學(xue)(xue)(xue)生(sheng)(sheng)在傳(chuan)承農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)耕(geng)(geng)文(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)、了解(jie)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)歷史中(zhong)(zhong)(zhong)堅(jian)定(ding)文(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)自信(xin)、砥礪愛(ai)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)情(qing)懷。三(san)(san)(san)是(shi)(shi)在投身鄉(xiang)(xiang)村(cun)(cun)振興實(shi)踐(jian)(jian)中(zhong)(zhong)(zhong)厚(hou)植(zhi)愛(ai)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)情(qing)懷。持續(xu)推(tui)進“思(si)(si)政(zheng)小課(ke)(ke)堂(tang)”與“社會(hui)大(da)課(ke)(ke)堂(tang)”相(xiang)結合(he)，不(bu)斷加強教(jiao)學(xue)(xue)(xue)、科研、生(sheng)(sheng)產(chan)相(xiang)結合(he)的(de)(de)(de)實(shi)踐(jian)(jian)育(yu)(yu)人(ren)體系建(jian)設(she)(she)(she)，開(kai)設(she)(she)(she)別開(kai)生(sheng)(sheng)面的(de)(de)(de)“田間地(di)頭”課(ke)(ke)堂(tang)，引領學(xue)(xue)(xue)生(sheng)(sheng)走近(jin)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)民、走進農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)村(cun)(cun)、走向農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)。山(shan)東農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)大(da)學(xue)(xue)(xue)組織實(shi)施“萬名學(xue)(xue)(xue)子(zi)聯萬村(cun)(cun)，我為家鄉(xiang)(xiang)作(zuo)(zuo)貢獻(xian)”大(da)調研和(he)(he)鄉(xiang)(xiang)村(cun)(cun)振興驛站建(jian)設(she)(she)(she)“百千(qian)萬”工程，鼓勵、引導(dao)青年(nian)學(xue)(xue)(xue)生(sheng)(sheng)扎根鄉(xiang)(xiang)村(cun)(cun)基(ji)層(ceng)，在農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)生(sheng)(sheng)產(chan)一線勞(lao)動(dong)(dong)(dong)實(shi)踐(jian)(jian)、“自找苦吃”，在農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)主產(chan)區(qu)創新“產(chan)區(qu)選題—產(chan)區(qu)實(shi)施—產(chan)區(qu)匯報(bao)(bao)”的(de)(de)(de)畢(bi)業(ye)(ye)論(lun)文(wen)(wen)(wen)設(she)(she)(she)計和(he)(he)考核模式(shi)，用畢(bi)業(ye)(ye)論(lun)文(wen)(wen)(wen)和(he)(he)畢(bi)業(ye)(ye)匯報(bao)(bao)兩份畢(bi)業(ye)(ye)答卷厚(hou)植(zhi)學(xue)(xue)(xue)生(sheng)(sheng)知(zhi)(zhi)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)愛(ai)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)情(qing)懷，檢驗強農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)興農(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)(nong)本(ben)領，努(nu)力(li)成(cheng)為全面推(tui)進鄉(xiang)(xiang)村(cun)(cun)振興的(de)(de)(de)參(can)與者(zhe)、推(tui)動(dong)(dong)(dong)者(zhe)和(he)(he)踐(jian)(jian)行者(zhe)。

　　2.優化學(xue)科專(zhuan)業布局

　　習近平總書記在全(quan)(quan)國教育(yu)(yu)大會上強調(diao)(diao)，“以科(ke)(ke)技發展(zhan)(zhan)(zhan)、國家戰略(lve)需求為(wei)牽引(yin)，著(zhu)(zhu)眼提高(gao)(gao)創(chuang)新(xin)(xin)(xin)能(neng)力，優化(hua)(hua)(hua)高(gao)(gao)等教育(yu)(yu)布局(ju)，完善高(gao)(gao)校(xiao)學(xue)(xue)(xue)科(ke)(ke)設(she)置(zhi)調(diao)(diao)整機(ji)(ji)(ji)制和人(ren)(ren)(ren)(ren)才(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)模(mo)式”。針對農(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)(ye)綠色轉型新(xin)(xin)(xin)目(mu)標(biao)、規模(mo)化(hua)(hua)(hua)經營(ying)新(xin)(xin)(xin)方式、全(quan)(quan)產業(ye)(ye)(ye)鏈服務新(xin)(xin)(xin)需求，涉農(nong)(nong)(nong)(nong)(nong)(nong)(nong)高(gao)(gao)校(xiao)要進一步優化(hua)(hua)(hua)學(xue)(xue)(xue)科(ke)(ke)專(zhuan)業(ye)(ye)(ye)布局(ju)，著(zhu)(zhu)力提升新(xin)(xin)(xin)型農(nong)(nong)(nong)(nong)(nong)(nong)(nong)林人(ren)(ren)(ren)(ren)才(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)與現(xian)代農(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)(ye)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)村發展(zhan)(zhan)(zhan)需求的(de)(de)契合(he)度。一是(shi)聚(ju)焦發展(zhan)(zhan)(zhan)前(qian)沿(yan)，提前(qian)部署培(pei)(pei)育(yu)(yu)增量。瞄準(zhun)物(wu)聯網(wang)、大數(shu)據、人(ren)(ren)(ren)(ren)工(gong)(gong)智能(neng)等推(tui)動(dong)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)(ye)生(sheng)(sheng)產函數(shu)重(zhong)大調(diao)(diao)整、農(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)(ye)生(sheng)(sheng)產經營(ying)流程(cheng)重(zhong)大改變的(de)(de)革(ge)命性技術，建設(she)一批涉農(nong)(nong)(nong)(nong)(nong)(nong)(nong)前(qian)沿(yan)學(xue)(xue)(xue)科(ke)(ke)及專(zhuan)業(ye)(ye)(ye)，培(pei)(pei)養(yang)(yang)(yang)一批“高(gao)(gao)精尖新(xin)(xin)(xin)缺(que)”農(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)(ye)人(ren)(ren)(ren)(ren)才(cai)(cai)。山(shan)東(dong)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)(ye)大學(xue)(xue)(xue)通過建設(she)省(sheng)級未來技術學(xue)(xue)(xue)院(yuan)，開辦智慧(hui)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)(ye)、智慧(hui)牧業(ye)(ye)(ye)科(ke)(ke)學(xue)(xue)(xue)與工(gong)(gong)程(cheng)、生(sheng)(sheng)物(wu)育(yu)(yu)種科(ke)(ke)學(xue)(xue)(xue)等拔(ba)尖創(chuang)新(xin)(xin)(xin)班，搭建本(ben)(ben)科(ke)(ke)教育(yu)(yu)與研究(jiu)(jiu)生(sheng)(sheng)教育(yu)(yu)的(de)(de)“立(li)交(jiao)(jiao)橋(qiao)”和本(ben)(ben)碩博一體化(hua)(hua)(hua)培(pei)(pei)養(yang)(yang)(yang)的(de)(de)“新(xin)(xin)(xin)平臺”，著(zhu)(zhu)力培(pei)(pei)育(yu)(yu)拔(ba)尖創(chuang)新(xin)(xin)(xin)型農(nong)(nong)(nong)(nong)(nong)(nong)(nong)林人(ren)(ren)(ren)(ren)才(cai)(cai)，推(tui)動(dong)現(xian)代農(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)(ye)向更高(gao)(gao)層(ceng)次的(de)(de)智慧(hui)化(hua)(hua)(hua)方向發展(zhan)(zhan)(zhan)。二是(shi)聚(ju)焦交(jiao)(jiao)叉融合(he)，打破壁壘激發存量。圍(wei)繞培(pei)(pei)育(yu)(yu)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)(ye)新(xin)(xin)(xin)質生(sheng)(sheng)產力，用好學(xue)(xue)(xue)科(ke)(ke)交(jiao)(jiao)叉融合(he)“催(cui)化(hua)(hua)(hua)劑(ji)”，將跨學(xue)(xue)(xue)科(ke)(ke)的(de)(de)人(ren)(ren)(ren)(ren)才(cai)(cai)團隊、研究(jiu)(jiu)項目(mu)、新(xin)(xin)(xin)型學(xue)(xue)(xue)院(yuan)有機(ji)(ji)(ji)融合(he)，為(wei)多(duo)學(xue)(xue)(xue)科(ke)(ke)交(jiao)(jiao)叉、多(duo)技術耦(ou)合(he)、多(duo)領域滲透(tou)的(de)(de)綜合(he)性農(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)(ye)生(sheng)(sheng)產體系破除專(zhuan)業(ye)(ye)(ye)壁壘，培(pei)(pei)養(yang)(yang)(yang)跨學(xue)(xue)(xue)科(ke)(ke)的(de)(de)復合(he)型人(ren)(ren)(ren)(ren)才(cai)(cai)。山(shan)東(dong)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)(ye)大學(xue)(xue)(xue)錨定(ding)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)(ye)前(qian)沿(yan)領域發展(zhan)(zhan)(zhan)需求，通過設(she)立(li)生(sheng)(sheng)物(wu)信息學(xue)(xue)(xue)、農(nong)(nong)(nong)(nong)(nong)(nong)(nong)業(ye)(ye)(ye)機(ji)(ji)(ji)器(qi)人(ren)(ren)(ren)(ren)、人(ren)(ren)(ren)(ren)工(gong)(gong)智能(neng)+等多(duo)個微專(zhuan)業(ye)(ye)(ye)，破除人(ren)(ren)(ren)(ren)才(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)專(zhuan)業(ye)(ye)(ye)壁壘，實現(xian)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)工(gong)(gong)、農(nong)(nong)(nong)(nong)(nong)(nong)(nong)理、農(nong)(nong)(nong)(nong)(nong)(nong)(nong)醫、農(nong)(nong)(nong)(nong)(nong)(nong)(nong)文等的(de)(de)深(shen)度交(jiao)(jiao)叉融合(he)。三是(shi)聚(ju)焦基(ji)(ji)(ji)礎(chu)(chu)(chu)研究(jiu)(jiu)，挖掘學(xue)(xue)(xue)科(ke)(ke)內(nei)在潛力。涉農(nong)(nong)(nong)(nong)(nong)(nong)(nong)高(gao)(gao)校(xiao)要建好用好基(ji)(ji)(ji)礎(chu)(chu)(chu)學(xue)(xue)(xue)科(ke)(ke)拔(ba)尖人(ren)(ren)(ren)(ren)才(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)平臺，打造(zao)基(ji)(ji)(ji)礎(chu)(chu)(chu)學(xue)(xue)(xue)科(ke)(ke)本(ben)(ben)碩博貫通培(pei)(pei)養(yang)(yang)(yang)課程(cheng)，設(she)立(li)基(ji)(ji)(ji)礎(chu)(chu)(chu)學(xue)(xue)(xue)科(ke)(ke)專(zhuan)項獎助學(xue)(xue)(xue)金，引(yin)進基(ji)(ji)(ji)礎(chu)(chu)(chu)學(xue)(xue)(xue)科(ke)(ke)高(gao)(gao)端師(shi)資，深(shen)挖基(ji)(ji)(ji)礎(chu)(chu)(chu)學(xue)(xue)(xue)科(ke)(ke)內(nei)在潛力，持續提升基(ji)(ji)(ji)礎(chu)(chu)(chu)學(xue)(xue)(xue)科(ke)(ke)創(chuang)新(xin)(xin)(xin)動(dong)能(neng)，為(wei)培(pei)(pei)養(yang)(yang)(yang)具(ju)有深(shen)厚理論功底(di)(di)、創(chuang)新(xin)(xin)(xin)精神和實踐能(neng)力的(de)(de)農(nong)(nong)(nong)(nong)(nong)(nong)(nong)林人(ren)(ren)(ren)(ren)才(cai)(cai)夯(hang)實基(ji)(ji)(ji)底(di)(di)。

　　3.深化人才培(pei)養(yang)模式改革

　　鄉(xiang)村(cun)振(zhen)興對(dui)農(nong)(nong)林人(ren)(ren)才(cai)培(pei)(pei)養(yang)(yang)(yang)模式改革(ge)提(ti)出了全新要(yao)求(qiu)，推(tui)(tui)進農(nong)(nong)業(ye)(ye)農(nong)(nong)村(cun)現(xian)(xian)代(dai)化(hua)，既要(yao)創(chuang)(chuang)(chuang)(chuang)新人(ren)(ren)才(cai)，也要(yao)實(shi)用人(ren)(ren)才(cai)。涉農(nong)(nong)高校(xiao)(xiao)應全面(mian)(mian)深化(hua)教(jiao)育(yu)改革(ge)，全面(mian)(mian)更新培(pei)(pei)養(yang)(yang)(yang)理念，把(ba)服(fu)務(wu)鄉(xiang)村(cun)振(zhen)興納(na)入專(zhuan)業(ye)(ye)教(jiao)學(xue)、科(ke)(ke)(ke)學(xue)研究、實(shi)踐(jian)實(shi)習、雙(shuang)(shuang)創(chuang)(chuang)(chuang)(chuang)教(jiao)育(yu)等(deng)(deng)(deng)各(ge)環節(jie)，在(zai)發(fa)(fa)(fa)現(xian)(xian)和(he)解(jie)決(jue)農(nong)(nong)業(ye)(ye)實(shi)際問題中強化(hua)能(neng)力培(pei)(pei)養(yang)(yang)(yang)。一(yi)是(shi)構(gou)建(jian)“產(chan)教(jiao)融(rong)合”的(de)(de)實(shi)踐(jian)育(yu)人(ren)(ren)體(ti)系(xi)。緊密圍(wei)繞現(xian)(xian)代(dai)農(nong)(nong)業(ye)(ye)產(chan)業(ye)(ye)發(fa)(fa)(fa)展的(de)(de)戰略需(xu)求(qiu)，積(ji)極組建(jian)省域(yu)、市域(yu)產(chan)教(jiao)聯合體(ti)、產(chan)業(ye)(ye)研究院等(deng)(deng)(deng)平臺(tai)(tai)，聯合上(shang)下游企(qi)業(ye)(ye)、科(ke)(ke)(ke)研院所等(deng)(deng)(deng)單位，聚(ju)焦(jiao)現(xian)(xian)代(dai)種業(ye)(ye)、智慧農(nong)(nong)業(ye)(ye)、高端(duan)農(nong)(nong)機(ji)裝(zhuang)備(bei)等(deng)(deng)(deng)重點領域(yu)，聯合開展人(ren)(ren)才(cai)培(pei)(pei)養(yang)(yang)(yang)、技(ji)術(shu)創(chuang)(chuang)(chuang)(chuang)新、培(pei)(pei)訓服(fu)務(wu)、生產(chan)實(shi)踐(jian)等(deng)(deng)(deng)活動(dong)，推(tui)(tui)動(dong)校(xiao)(xiao)企(qi)合作從(cong)單一(yi)、零散、小規模走向多元、特色、全方位的(de)(de)深度(du)融(rong)合，把(ba)“高精(jing)尖(jian)缺”人(ren)(ren)才(cai)培(pei)(pei)育(yu)深度(du)融(rong)入現(xian)(xian)代(dai)產(chan)業(ye)(ye)發(fa)(fa)(fa)展全過程和(he)各(ge)環節(jie)。二是(shi)構(gou)建(jian)“科(ke)(ke)(ke)教(jiao)融(rong)匯”的(de)(de)協同(tong)(tong)育(yu)人(ren)(ren)體(ti)系(xi)。充分發(fa)(fa)(fa)揮農(nong)(nong)業(ye)(ye)基礎研究和(he)核(he)心攻關方面(mian)(mian)師(shi)資(zi)、平臺(tai)(tai)、項目、成果等(deng)(deng)(deng)資(zi)源優(you)勢，建(jian)設科(ke)(ke)(ke)教(jiao)協同(tong)(tong)育(yu)人(ren)(ren)平臺(tai)(tai)，培(pei)(pei)養(yang)(yang)(yang)科(ke)(ke)(ke)教(jiao)協同(tong)(tong)創(chuang)(chuang)(chuang)(chuang)新團隊(dui)，創(chuang)(chuang)(chuang)(chuang)新構(gou)建(jian)科(ke)(ke)(ke)教(jiao)融(rong)匯人(ren)(ren)才(cai)培(pei)(pei)養(yang)(yang)(yang)機(ji)制(zhi)和(he)卓越農(nong)(nong)業(ye)(ye)人(ren)(ren)才(cai)培(pei)(pei)養(yang)(yang)(yang)特區，吸納(na)本碩博(bo)不同(tong)(tong)培(pei)(pei)養(yang)(yang)(yang)層次的(de)(de)學(xue)生參與有組織的(de)(de)基礎研究和(he)農(nong)(nong)業(ye)(ye)“卡脖子(zi)”核(he)心技(ji)術(shu)攻關，打造(zao)集科(ke)(ke)(ke)技(ji)創(chuang)(chuang)(chuang)(chuang)新、技(ji)術(shu)攻關和(he)人(ren)(ren)才(cai)培(pei)(pei)養(yang)(yang)(yang)于一(yi)體(ti)的(de)(de)協同(tong)(tong)育(yu)人(ren)(ren)體(ti)系(xi)，為人(ren)(ren)才(cai)培(pei)(pei)養(yang)(yang)(yang)插上(shang)科(ke)(ke)(ke)技(ji)的(de)(de)翅(chi)膀。三是(shi)構(gou)建(jian)“學(xue)創(chuang)(chuang)(chuang)(chuang)融(rong)洽”的(de)(de)雙(shuang)(shuang)創(chuang)(chuang)(chuang)(chuang)育(yu)人(ren)(ren)體(ti)系(xi)。針對(dui)農(nong)(nong)業(ye)(ye)農(nong)(nong)村(cun)在(zai)種質(zhi)資(zi)源創(chuang)(chuang)(chuang)(chuang)新、農(nong)(nong)業(ye)(ye)社會化(hua)服(fu)務(wu)、農(nong)(nong)產(chan)品市場營銷等(deng)(deng)(deng)創(chuang)(chuang)(chuang)(chuang)業(ye)(ye)活動(dong)方面(mian)(mian)的(de)(de)現(xian)(xian)實(shi)需(xu)要(yao)，主動(dong)激(ji)發(fa)(fa)(fa)青年學(xue)生在(zai)農(nong)(nong)村(cun)電商、農(nong)(nong)業(ye)(ye)生產(chan)經營、休閑農(nong)(nong)業(ye)(ye)項目開發(fa)(fa)(fa)等(deng)(deng)(deng)領域(yu)的(de)(de)創(chuang)(chuang)(chuang)(chuang)新創(chuang)(chuang)(chuang)(chuang)業(ye)(ye)熱情，提(ti)升雙(shuang)(shuang)創(chuang)(chuang)(chuang)(chuang)課程教(jiao)學(xue)質(zhi)量，打造(zao)學(xue)生雙(shuang)(shuang)創(chuang)(chuang)(chuang)(chuang)孵化(hua)平臺(tai)(tai)，支持培(pei)(pei)育(yu)優(you)質(zhi)雙(shuang)(shuang)創(chuang)(chuang)(chuang)(chuang)項目，將(jiang)雙(shuang)(shuang)創(chuang)(chuang)(chuang)(chuang)教(jiao)育(yu)融(rong)入專(zhuan)業(ye)(ye)教(jiao)育(yu)，將(jiang)知識技(ji)能(neng)學(xue)習融(rong)入雙(shuang)(shuang)創(chuang)(chuang)(chuang)(chuang)能(neng)力培(pei)(pei)養(yang)(yang)(yang)，推(tui)(tui)動(dong)實(shi)現(xian)(xian)課堂(tang)學(xue)習與雙(shuang)(shuang)創(chuang)(chuang)(chuang)(chuang)活動(dong)融(rong)洽共(gong)生，激(ji)發(fa)(fa)(fa)人(ren)(ren)才(cai)創(chuang)(chuang)(chuang)(chuang)新創(chuang)(chuang)(chuang)(chuang)業(ye)(ye)活力。

　　【作者(zhe)：徐劍波，山東農業大學黨委書記】

　　(原(yuan)載2024年(nian)第21期《中國高等教(jiao)育》雜志)