Title:
PRELIMINARY EXPLORATION ON THE IMPLEMENTATION EFFECT OF COURSEBASED IDEOLOGICAL AND POLITICAL EDUCATION REFORM IN THE BOTANY COURSE UNDER THE BACKGROUND OF THE NEW AGRICULTURAL SCIENCES

Authors:
Xiaoxue Liu, Yunbo Zhang, Fengying Xu, Le Xu

Abstract:
Course-based ideological and political education constitutes the core pathway for higher agricultural and forestry education to fulfill the fundamental mission of fostering virtue and cultivating talent under the background of the New Agricultural Sciences. It also acts as a crucial lever to realize synergistic education that combines professional instruction with value-oriented guidance for agricultural-related majors. Drawing on our two-year practical experience in constructing and reforming course-based ideological and political education for the Botany course, this study adopts a questionnaire-survey approach to systematically evaluate its implementation effectiveness. A total of 214 valid questionnaires were collected from undergraduate students in the College of Agriculture. The results show that the course-based ideological and political education practice of the Botany course has yielded promising educational outcomes. Students hold high recognition for this educational initiative. Blended learning, information-assisted teaching tools, practical teaching activities, and diversified assessment mechanisms have gained widespread approval among respondents. Students report high overall teaching satisfaction, and the course has exerted prominent value-guiding effects in fostering the philosophy of “understanding and caring for agriculture, and strengthening and revitalizing agriculture”. The integrated goal of specialized-knowledge imparting, comprehensive-competency cultivation and value shaping has been basically accomplished. Nevertheless, several practical bottlenecks emerge during the reform practice, including inadequate depth in the integration of partial ideological-political elements and difficulties in adapting teaching contents to diversified learning profiles caused by multi-major combined-class teaching. Accordingly, this paper puts forward optimization countermeasures covering closed-loop teaching iteration, differentiated instruction design and the expansion of localized practical practice. The findings can provide empirical evidence for improving the quality and efficiency of course-based ideological and political education in foundational agricultural courses offered by agricultural and forestry universities.

Keywords:
New Agricultural Sciences, Botany, Course-based ideological and political education, Teaching effectiveness

DOI:
https://doi.org/10.37500/IJESSR.2026.9520

Date of Publication: 14-10-2026