







































 Humanities and Social Science Research; Vol. 8, No. 3; 2025 

ISSN 2576-3024   E-ISSN 2576-3032 

https://doi.org/10.30560/hssr.v8n3p118 

 118 Published by IDEAS SPREAD 

 

From the Perspective of an Agricultural Powerhouse, Ideological and 

Political Education in Agricultural Courses Research - Taking 

"Introduction to Rural Development" as an Example 

Wang Chen1 & Wu Jie1 

1 Qingdao Hengxing University of Science and Technology, China 

Correspondence: Wang Chen, Qingdao Hengxing University of Science and Technology, Qingdao, Shandong, 

China. E-mail: 1053314385@qq.com 

 

Received: June 5, 2025; Accepted: June 18, 2025; Published: June 19, 2025 

 

Abstract 

Against the backdrop of the national strategy of comprehensively promoting rural revitalization and accelerating 

the construction of a strong agricultural country, the ideological and political construction of courses in agricultural 

universities carries the core mission of cultivating new talents who are knowledgeable about and love agriculture. 

This study focuses on the course "Introduction to Rural Development" and analyzes the current difficulties and 

causes of ideological and political education in agricultural courses in terms of systematic curriculum design, 

teachers' ideological and political abilities, and the depth of practical education. It innovatively constructs a three 

track mixed teaching model based on "Problem Based Learning (PBL)+CBL (Case Teaching)+TBL (Team 

Learning)", and systematically designs from the three dimensions of teacher development, curriculum 

reconstruction, and practical linkage, forming a curriculum case system that deeply integrates agricultural science 

characteristics and ideological and political elements. It also proposes a collaborative optimization path of 

"curriculum education, teacher education, and practical education", providing theoretical reference and practical 

paradigm for improving the quality and efficiency of ideological and political education in agricultural universities. 

Keywords: agricultural powerhouse, course ideology and politics, Introduction to Rural Development, three track 

blended learning, agricultural education 

1. Background and Significance of the Research 

The construction of a powerful agricultural country is the foundation for the realization of Chinese path to 

modernization, and its core is talent support.The report of the 20th National Congress of the Communist Party of 

China emphasized the need to "accelerate the construction of a strong agricultural country" and put forward higher 

requirements for the cultivation of agricultural talents, which not only requires solid professional qualities, but 

also a deep sense of "agriculture, rural areas, and farmers", firm ideals and beliefs, and a strong sense of social 

responsibility. As the main battlefield for talent cultivation, universities' agricultural related courses are important 

carriers for carrying out ideological and political education (course ideology)[1]. As a core foundational course 

for agricultural majors, Introduction to Rural Development covers topics such as rural changes, policy evolution, 

industrial revitalization, rural governance, and sustainable development. It naturally contains rich ideological and 

political elements such as national education, policy recognition, ecological civilization, social responsibility, and 

cultural confidence. In this context, in-depth research on how to deeply integrate the strategic goals of building a 

strong agricultural country into the teaching of this course, to solve the current problems of ideological and political 

education in agricultural courses such as "labeling" and "two skins", and to explore ideological and political 

teaching models with agricultural science characteristics, has urgent theoretical value and profound practical 

significance for improving the quality of agricultural and forestry talent cultivation and serving the major strategic 

needs of the country. 

2. Analysis of the Current Situation and Causes of Ideological and Political Education in Agricultural 

Courses 

Although there has been some progress in ideological and political education in current agricultural courses, there 

are still many challenges, and their difficulties and causes can be analyzed from three levels. 

 

 



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2.1 Course Level 

Current situation/dilemma: The excavation of ideological and political elements is superficial and fragmented, and 

has not been organically integrated with the professional knowledge system; The expression of ideological and 

political requirements in teaching objectives is vague, lacking operable and evaluative standards; In terms of 

teaching content design, there are rigid grafting or "embellishment style" insertions, lacking logical coherence; 

The assessment and evaluation system emphasizes knowledge over value, and lacks evaluation of students' 

ideological growth and value judgment ability. 

Cause: Insufficient systematic research on the unique ideological and political resources contained in agricultural 

related professional courses, such as the concepts of food security, ecological civilization, collectivism, poverty 

alleviation/rural revitalization, etc; Lack of curriculum design and evaluation guidelines for ideological and 

political education tailored to the characteristics of agricultural science. 

2.2 At the Teacher Level 

Current situation/dilemma: Some professional teachers do not have a deep understanding of the ideological and 

political content of the curriculum, and there is a misconception that "ideological and political education is the 

responsibility of ideological and political teachers"; The ability of ideological and political education (such as 

value guidance skills, ideological and political case mining ability, classroom discussion guidance ability) needs 

to be improved[2]; Lack of interdisciplinary perspective makes it difficult to effectively transform grand national 

strategies (such as building an agricultural powerhouse) into vivid teaching materials. 

Cause: Insufficient and monotonous training on ideological and political education courses for teachers; Lack of 

effective incentive mechanisms and teaching discussion platforms; Some teachers themselves do not have a deep 

understanding of the national and agricultural conditions. 

2.3 Practical Level 

Current situation and dilemma: Theoretical teaching is disconnected from social practice, and students lack 

opportunities and inspiration to personally experience agriculture, rural areas, and farmers; Insufficient ideological 

and political guidance in campus practice (such as experiments and practical training); Off campus practice 

(internships, research) often stays at the cognitive level, with insufficient deep participation and value realization; 

The collaborative education mechanism between party and league activities, social practice, and professional 

courses has not yet been effectively established. 

Cause: Limited practical teaching resources (bases, funds, security guarantees); The design of ideological and 

political goals and process guidance in the practical stage are weak; Lack of effective platforms and long-term 

mechanisms for integrating curriculum, party groups, and social resources. 

3. Exploration of Course Ideological and Political Teaching Mode: Taking "Introduction to Rural 

Development" as an Example 

In response to the above difficulties, this study proposes and practices a three track hybrid teaching model based 

on "PBL+CBL+TBL"[2], and systematically explores it in the course of "Introduction to Rural Development". 

3.1 System construction based on the "PBL+CBL+TBL" three track hybrid teaching mode 

At the teacher level: 

Team building: Establish an interdisciplinary teaching team (professional teachers+ideological and political 

teachers/counselors+industry experts), regularly conduct collective lesson preparation, teaching seminars, jointly 

explore ideological and political elements, design teaching cases, and develop evaluation standards. 

Enhancing teachers' ideological and political abilities: conducting specialized training (such as interpreting 

policies for building a strong agricultural country and designing courses for ideological and political education), 

encouraging teachers to conduct in-depth research in rural areas, and enhancing their intuitive understanding and 

value recognition of national and agricultural conditions; Establish a teaching reflection and communication 

mechanism to promote experience sharing and ability iteration. 

3.2 Course Level 

Student centered approach: Using PBL to set driving questions (such as "How can small farmers integrate into 

modern agricultural development?" and "How can we balance rural development and ecological protection?"), 

guiding students to actively explore and deepen their understanding and value judgments in problem-solving. 

Using CBL to select representative and contemporary cases of agriculture, rural areas, and farmers (such as 

Zhejiang's "Ten Thousand Project", modernization of Heilongjiang Reclamation Area, and entrepreneurial stories 



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of returning youth), through case analysis, role-playing, debate, and other forms, emotional resonance and value 

speculation are stimulated. By utilizing TBL to organize group collaborative learning (such as designing a village 

development plan), we aim to cultivate teamwork, communication, expression, and a sense of social responsibility. 

Starting with examples related to agriculture: The teaching content closely revolves around national strategies 

(food security, rural revitalization, and self-reliance in agricultural science and technology) and vivid practices, 

combining abstract theories with specific national and agricultural conditions. 

Reform of assessment methods: Establish a diversified evaluation system, increase the proportion of process 

evaluation (such as group discussion contribution, case analysis reports, research plan design, reflection logs), and 

focus on students' values, social responsibility, and problem-solving abilities demonstrated during the learning 

process. 

3.3 At the Practical Level 

Integration of Party Building, Youth League Building, and Course Ideology and Politics: Incorporate course 

related content (such as rural governance and rural Party building) into the theme of Party Day/Youth League Day 

activities; Encourage student party members/members to play a pioneering and exemplary role in the course project 

group. 

Practice of "Three Rural Activities" on and off campus: On campus: organize simulated rural governance 

conferences, agricultural product brand planning competitions, agricultural technology achievement exhibitions, 

etc., to enhance situational experiences. Off campus: Establish stable practical teaching bases, organize students 

to participate in rural field research, support agriculture and education, scientific and technological services, 

community building and other activities; Extend the research-based learning projects (PBL/TBL tasks) in the 

course to the field, achieving "learning by doing, understanding by learning", deepening the understanding of 

"agriculture, rural areas, and farmers" issues, and enhancing the sense of mission for building a strong agricultural 

country. 

 

Table 1. Example Design of Ideological and Political Teaching Cases in the Course of "Introduction to Rural 

Development" (Part Chapters) 

Chapter 

Theme 

Main ideological 

and political 

teaching 

objectives 

Key points of 

ideological and 

political education 

content 

Integration 

methods 

(PBL/CBL/TBL) 

Practice Link 

Introduction: 

Rural Value 

and 

Agricultural 

Power 

Understand the 

fundamental 

position of 

agriculture, rural 

areas, and 

farmers, and 

establish a sense 

of mission and 

responsibility for 

building a strong 

agricultural 

country 

The wisdom of 

Chinese agricultural 

civilization; National 

Food Security 

Strategy; The role of 

agricultural "ballast 

stone"; The 

Relationship between 

Rural Revitalization 

and National 

Revitalization 

CBL: Comparison 

of Global Food 

Crisis Cases; PBL: 

How to understand 

that 'a strong 

country must first 

strengthen 

agriculture'? 

Visit the National Grain 

Reserve/Agricultural 

Museum 

Rural Land 

System and 

Reform 

Identify with the 

basic 

management 

system of socialist 

rural areas with 

Chinese 

characteristics, 

understand the 

logic and 

achievements of 

reform 

The significance of 

the reform of 

"separation of 

powers"; Connecting 

small farmers with 

modern agriculture; 

Red line for farmland 

protection; The 

superiority of 

collective economy 

CBL: The History 

and New Era 

Reform of the "Big 

Package" in 

Xiaogang Village, 

Anhui Province; 

TBL: Design an 

optimization plan 

for land transfer in a 

certain village 

Visit typical local 

cooperatives/family 

farms 



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Rural 

industrial 

development 

Cultivate 

innovative spirit, 

market 

awareness, and 

establish a green 

and sustainable 

development 

concept 

Industrial prosperity is 

the key; Technology 

driven agriculture 

(seed industry 

revitalization, smart 

agriculture); 

Integration of primary, 

secondary and tertiary 

industries; Realizing 

the Value of 

Ecological Products 

PBL: How to solve 

the difficulty of 

selling a certain 

specialty 

agricultural 

product? CBL: 

Zhejiang Anji 

White Tea 

Industry/Shaanxi 

Apple Industry 

Case 

Participate in 

agricultural product e-

commerce marketing 

practice 

Modernization 

of rural 

governance 

Enhance 

institutional 

confidence, 

cultivate the 

concept of the rule 

of law and the 

spirit of public 

participation 

Party building leads 

the integration of 

"three governance"; 

Village self 

governance practice; 

Rule of law rural 

construction; 

Equalization of Public 

Services 

CBL: "Fengqiao 

Experience" and 

Good Governance 

at the Grassroots 

Level; TBL: 

Simulating Village 

Council to Solve 

Difficulties in 

Village Affairs 

Attend the village 

representative 

assembly/conduct on-

site research 

Rural cultural 

revitalization 

Strengthen 

cultural 

confidence, 

inherit excellent 

local culture, and 

cultivate civilized 

rural customs 

Preservation and 

inheritance of 

agricultural culture; 

Integration of socialist 

core values; change 

existing habits and 

customs; The 

Importance of Rural 

Education 

CBL: Successful 

Cases of 

Traditional Village 

Protection; PBL: 

How to revitalize 

the cultural vitality 

of our village? 

Participate in the 

construction of the 

village history 

museum/organization of 

rural cultural activities 

Sustainable 

rural 

development 

Establishing the 

concept of 

ecological 

civilization, 

cultivating a 

global perspective 

and awareness of 

a community with 

a shared future for 

mankind 

Green mountains and 

clear waters are as 

valuable as mountains 

of gold and silver; 

Agricultural 

transformation under 

the dual carbon target; 

Global poverty 

reduction cooperation; 

inclusive development 

CBL: Ecological 

Butterfly 

Transformation of 

Zhejiang's "Ten 

Million Project"; 

PBL: How to 

evaluate the 

sustainability of a 

development 

project? 

Participate in rural 

environmental 

improvement/ecological 

agriculture practice 

 

4. Suggestions and Countermeasures for Ideological and Political Education in Agricultural Courses 

Based on the aforementioned research and exploration, propose strategies for deepening ideological and political 

education in agricultural courses: 

4.1 Deepen "Curriculum Education": Strengthen and Enhance the Ability and Effectiveness of Curriculum 

Ideological and Political Education 

Strengthening top-level design: At the university level, the "Guidelines for the Construction of Ideological and 

Political Education in Agricultural Professional Courses" have been formulated, clarifying the ideological and 

political education goals and construction standards for each major and core course. 

Promote teaching innovation: Vigorously promote effective teaching models such as PBL+CBL+TBL, and 

encourage teachers to fully utilize modern information technology (such as virtual simulation farms and online 

case libraries) to enrich teaching methods. 

Improve the evaluation system: Establish and improve a multi-dimensional curriculum evaluation and student 

development evaluation system that covers knowledge, abilities, and literacy (especially value led effectiveness), 



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and regard the effectiveness of ideological and political education as an important indicator for curriculum 

evaluation and professional certification. 

4.2 Focus on "Teacher Education": Cultivating and Enhancing Teachers' Ideological and Political Literacy and 

Abilities 

Establish a sound training mechanism: Build a normalized and systematic teacher curriculum ideological and 

political training system, covering theoretical policies, teaching methods, national and agricultural conditions, 

value leading art, etc. Establish a 'Course Ideological and Political Teacher Studio'[3] to play a leading role in 

demonstration. 

Strengthening grassroots teaching organization: Relying on the teaching and research department and curriculum 

group, we will carry out collective lesson preparation, teaching observation, ideological and political teaching 

competitions, and other activities to create a strong atmosphere for teaching and research. 

Improve incentive mechanism: Take the effectiveness of curriculum ideological and political construction as an 

important basis for teacher performance evaluation, professional title evaluation, and excellence evaluation, and 

stimulate endogenous motivation. 

4.3 Expand "Practical Education": Mobilize and Activate the Practical Participation and Achievement 

Transformation of Ideological and Political Education in the Curriculum 

Integrate practical resources: Strengthen cooperation between schools, universities, and enterprises, and jointly 

build a number of high-quality curriculum ideological and political practice teaching bases (such as modern 

agricultural parks, rural revitalization demonstration villages, and red education bases). 

Brand building activities: Design and carry out themed "Three Rural Issues" brand practice activities that are 

closely integrated with the profession (such as "Youth Red Dream Building Journey", "Farming and Studying in 

China", "Rural Revitalization Service Team"), and promote the use of course learning outcomes to serve rural 

development. 

Building a collaborative mechanism: Establish a multi-party linkage mechanism between the academic affairs 

department, the student affairs department (party and youth organizations), the Marxist college, the agricultural 

departments, and the practice base, to achieve deep integration and achievement sharing of curriculum teaching, 

social practice, party and youth activities, and value guidance. 

5. Summarize 

In the grand journey of building a strong agricultural country, the ideological and political education courses in 

agricultural universities shoulder the fundamental task of cultivating morality and talents. The core courses 

represented by "Introduction to Rural Development" urgently need to break through the traditional teaching 

constraints and deeply integrate the strategic goals of building a strong agricultural country, vivid practices of rural 

revitalization, and ideological and political education elements through systematic teaching mode innovation. Only 

by carefully cultivating the course content, adhering to the principles of integrity and innovation in teaching 

methods, and working together in practical education, can we cultivate a new generation of people with solid 

professional skills and a deep sense of "agriculture, rural areas, and farmers", injecting a continuous stream of 

youthful energy into securing China's rice bowl and promoting comprehensive rural revitalization.[4] The "three 

track mixed" teaching mode and practical path constructed in this study provide a scalable theoretical framework 

and practical reference for the ideological and political construction of agricultural courses. Its effectiveness needs 

to be continuously tested and deepened in a wider range of teaching practices. 

Acknowledgments 

This paper is a research outcome of Special project of Ideological and political education of Qingdao stellar 

Institute of science and technology in 2023. Project No.: HXsz2023s002 

References 

[1] Ministry of Education. (2020). Guidelines for the construction of ideological and political education in higher 

education curriculum [Z]. 

[2] Zhang, F., et al. (2021). Exploration and practice of ideological and political construction in agricultural 

university courses under the background of new agricultural science. China Agricultural Education [J]. 

[3] Chen, B. (2020). Comprehensively promote the high-quality construction of ideological and political education 

in university courses. China Higher Education [J]. 

[4] Relevant agricultural policy documents, rural revitalization reports, and authoritative case materials. 



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