Ancient agricultural education

In primitive society, people can only exchange and impart experience through agricultural production and labor practice. In Archaean China, the so-called legends that Fuxi taught people how to fish and raise livestock, Shennong taught people how to farm, Leizu taught people how to raise silkworms, Hou Ji taught people how to grow crops and how to be punctual reflected the accumulation, concentration and dissemination of experience in crop planting and livestock raising, which played an important role in promoting the development of primitive agriculture and animal husbandry. In the long historical process from slave society to feudal society, with the improvement of productivity level and the development of division of labor between mental work and manual work, officials and institutions specializing in or concurrently in agriculture have gradually emerged. For example, Situ was set up in Shang Dynasty, Dasinong in Han Dynasty, Veterinarians in Taibu Temple in Tang Dynasty, officials in Taibu Temple in Song Dynasty to teach elephant riding, and Agriculture Department and agricultural consultants in Yuan and Ming Dynasties. Some agricultural officials are not only in charge of agricultural production, but also carry out some agricultural education activities. However, for a long time, due to the dominant position of school education with Confucianism as the main content and feudal officials as the main goal, agricultural education has not been developed. Agricultural production technology knowledge is still mainly passed down from generation to generation by working people. The rich practical experience of rural farmers is often summarized as agricultural proverbs for memory and teaching. However, ancient private schools played a certain role in the research and dissemination of agricultural technical knowledge. Xu Xing was a representative of farmers in the Warring States Period. Since then, the works of agronomists such as Fan Sheng Zhi, Jia Sixie and Xu Guangqi have actually become an important tool for summarizing and disseminating agricultural knowledge.

Modern agricultural education

Modern agricultural education in China began in the late Qing Dynasty. From 65438 to 0897, Hangzhou Zhifulin founded Zhejiang Sericulture, which was the origin of modern agricultural education in China. Later, Hubei, Jiangsu and other provinces set up schools for farming, tea and sericulture. 1902, the Qing court promulgated the constitution of imperial academy, which included agricultural schools as one of the industrial schools in the academic system. Since then, higher, secondary and primary agricultural schools have been set up in various provinces, and many normal schools and ordinary higher and secondary schools have also set up agricultural courses, such as the agricultural courses of Nantong CoCo Lee Normal School (1906), Shi Jing University (19 10) and Tsinghua University (1906). By the end of 1909, there were 5 higher agricultural schools, 3 middle agricultural schools and 59 primary agricultural schools in China, with 530 students, 3,226 students and 2,272 students respectively. Among them, colleges and universities also train agricultural teachers. In addition, students were sent abroad to study, and there were about two or three hundred middle school farmers in the late Qing Dynasty.

During the Republic of China, agricultural education developed again. In addition to Northwest University, Jinling University, Lingnan University and Southeast University, various agricultural colleges, agricultural vocational schools, senior middle schools, short-term agricultural vocational training courses and workshops have been established, and a number of agricultural educators such as Zheng Pijiang, Guo Tanxian, Zou Bingwen, Wang and Xin Shuzhi have emerged. Other rural education experimental institutions founded by intellectuals and educators include Huang Yanpei's China Vocational Education New Rural Improvement Experimental Zone, Liang Shuming's Zouping Rural Construction College, Yan Dingxian Civilian Education Promotion Experimental Zone, Qing Yu Hall and Gao Jiansi's Wuxi Jiangsu Institute of Education, Huibei and Beixia Civilian Education Experimental Zones. Xiaozhuang Experimental Rural Normal School, founded by Tao Xingzhi, practiced the educational idea of "both hands should be hard and both hands should be used" and trained rural educators with both cultural knowledge and skills for agricultural production and rural construction, which played an active role. During the War of Resistance against Japanese Aggression period, agricultural education in the rear area also developed. From 1946 to 1947 after the victory of the Anti-Japanese War, there were about 20 agricultural colleges and 38 agricultural colleges with10/79 students. There are 273 secondary agricultural schools with 47,732 students.

In the revolutionary struggle led by China, agricultural scientific and technological knowledge was also popularized. The workshop on peasant movement held in Guangzhou from 65438 to 0924 included rural education and other courses. During the Second Revolutionary Civil War, the Soviet government established agricultural schools in Ruijin to train agricultural cadres. The agricultural experimental field and agricultural products exhibition attached to the school are the positions for popularizing agricultural technology to farmers in the Soviet area. During the War of Resistance against Japanese Aggression period, Yan 'an Academy of Natural Sciences (later merged into Yan 'an University) set up the Agriculture Department, the Shaanxi-Gansu-Ningxia Border Region Agricultural School, the Yanfu District Agricultural Textile College in the middle of Jiangsu Province, and the Shanxi-Hebei-Shandong-Henan Border Region Agricultural Middle School. During the War of Liberation, the Academy of Natural Sciences affiliated to Northeastern University in Changchun opened the agricultural specialty, and the Northern University in the Shanxi-Hebei-Shandong-Henan Border Region (later merged with North China United University to form North China University) opened the Agricultural College. In the later period of the Liberation War, Shenyang Agricultural College, Harbin Agricultural College and some agricultural colleges were established.

Agricultural Education after the Founding of New China

As an important part of the socialist education system, agricultural education aims to train senior agricultural science and technology experts, middle and primary technicians, managers and well-trained agricultural workers for the socialist modernization of agriculture. Implementing agricultural education includes higher agricultural education, secondary agricultural education and various forms of adult agricultural education. The development in the past 30 years has far surpassed the past.

① Higher agricultural education. After the founding of People's Republic of China (PRC), after the adjustment of departments and departments in 1952, the agricultural colleges and departments originally located in comprehensive universities were separated from the original universities and concentrated in single-subject agricultural colleges distributed all over the country. After 1979, Beijing Agricultural University, Nanjing Agricultural University, South China Agricultural University, Huazhong Agricultural University, Southwest Agricultural University, Northwest Agricultural University, Shenyang Agricultural University and Beijing Agricultural Engineering University were successively identified as national key agricultural universities. By 1987, there were 67 agricultural colleges and universities in China, with 146 majors, 26,404 full-time teachers, 65,438 undergraduate and junior college students+015,268 graduate students. In addition, there are various advanced agricultural classes, short-term training classes, correspondence departments, evening universities and specialized courses in agricultural education, which are used to train teachers in agricultural schools (excluding forestry, agricultural machinery, water conservancy and other institutions, the same below). Scientific research is also one of the central tasks of agricultural universities. From 1978 to 1983, 496 scientific research achievements have won national and provincial science and technology awards.

② Secondary agricultural education. Since 1950s, the leadership system of secondary agricultural schools has been adjusted many times. Now it is divided into three categories: direct leadership of agriculture and forestry departments (bureaus) of provinces, autonomous regions and municipalities directly under the central government, dual leadership of regional agriculture and forestry departments (bureaus), and direct leadership of regional agricultural committees or agricultural bureaus. 1987 There are 374 schools with full-time teachers 19 128 and students 132 175. Since 1980s, teaching, experiment, demonstration and popularization have been combined to meet the needs of rural economic development and enhance the pertinence and adaptability of specialties. Through the off-campus teaching base, we will impart advanced experience in popularizing science and technology to farmers and carry out scientific and technological training and consulting services. ③ Adult agricultural education. Since the 1950s, amateur agricultural education of workers and farmers in the agricultural sector has played an important role in cultivating the backbone of agricultural technology. After 1979, the Ministry of Agriculture, Animal Husbandry and Fisheries further strengthened the training and education for agricultural administrative leading cadres, agricultural technicians, farmers and general agricultural workers. The main forms are agricultural cadre training courses at or above the county level in charge of agricultural cadres, agricultural management cadre colleges and junior college classes for agricultural cadres, farmers' vocational and technical schools and agricultural vocational middle schools aimed at cultivating intermediate agricultural technology, and central agricultural broadcasting schools for farmers. It can be represented by the United States, the Federal Republic of Germany and Japan.

The characteristics of American agricultural education are promoting agricultural education by legislation, implementing the system of combining agricultural colleges, agricultural experimental stations and agricultural extension services, and establishing many related mass organizations. /kloc-organized agricultural education began at the end of 0/8. 1862 passed the law on land-grant colleges, which stipulated that at least one state college offering agricultural and mechanical courses should be established in each state with the proceeds from the sale of public land, and land-grant colleges developed rapidly. 1877 After the Hatch Act was passed, the agricultural experimental station jointly led by the Ministry of Agriculture and the Agricultural College of the State University gradually developed into a part of the Agricultural College. 19 14 The Smith-Reeve Act laid the foundation for the development of agricultural technology extension. The extension service work is also led by the Ministry of Agriculture and the Agricultural College, with the Agricultural College as the main one. In this way, a complete agricultural teaching, agricultural scientific research and agricultural extension system has been formed from the state to the county, and the state agricultural college plays a core role in this system. After World War I, many state agricultural and industrial colleges developed into comprehensive universities. In addition, agricultural disciplines and agricultural vocational education in American middle schools have also developed rapidly. At the beginning of the 20th century, various mass organizations and clubs developed to meet the needs of rural youth, such as the 4H Club (also known as the Four Health Clubs) and the Future Farmers Union of the United States (FFA), not only provided agricultural extension services, but also played a certain role in agricultural education.

There are three levels of agricultural education in the Federal Republic of Germany: ① General agricultural vocational schools. Adopt the "dual system", that is, during the study period, students receive the guidance of agricultural masters on the family farm and learn practical skills; While studying theory at school, the academic system lasts for 3 years. When students graduate, only by passing the national examination can they obtain the qualification of farmers. ② Agricultural College. Mainly for farmers who have obtained the graduation certificate of agricultural vocational schools or graduates of agricultural vocational schools, passed the national examination after a certain number of years of study, and obtained the qualification of master of agriculture or agricultural technician. ③ Agricultural colleges and universities. Some are aimed at students who have received vocational training after graduating from 10 secondary school, with the goal of cultivating agricultural engineers; Some are agricultural departments of universities, with a four-year academic system. The general enrollment target is 13-year students who graduated from technical secondary schools in vocational education. After graduation, only after 1 ~ 2 years of business practice can they obtain the title of engineer and take up formal jobs.

According to Japan's new educational system after World War II, agricultural education is implemented in junior high schools, senior high schools and universities (including short-term universities and graduate schools). Junior middle schools mainly carry out general agricultural knowledge and skills education. There are many agricultural disciplines in senior middle schools, such as two-year fixed-time agricultural specialization and 1 ~ 2-year full-time agricultural specialization. University agricultural education aims at cultivating senior agricultural scientific and technological talents and government agricultural management cadres. In addition, there are various forms of agricultural specialized courses, advanced courses and short-term university agricultural education. The undergraduate education system of Soviet Agricultural University varies from 4 to 6 years according to different majors. In addition to classroom teaching, agricultural colleges also carry out correspondence education. The number of students in Soviet agricultural correspondence classes accounts for about half of the total number of students in agricultural colleges and universities. Agricultural colleges and universities are also an important force in Soviet agricultural scientific research. Postgraduate training implements a part-time postgraduate system. Among secondary agricultural schools, state-owned farm technical schools have developed rapidly. There are nearly 200,000 graduates from secondary agricultural technical schools every year, about twice as many as those from higher agricultural colleges. In addition, there are agricultural cadre training schools for technicians and leading cadres in secondary professional education, as well as various primary agricultural schools, 1 ~ 2-year agricultural schools, uninterrupted agricultural technology training courses and short-term training courses.

Eastern European countries generally start to divide subjects or take vocational courses in the last year or in high schools equivalent to junior high schools, and most of the vocational subjects are agricultural. There are also agricultural vocational schools and secondary technical schools. However, different countries have their own characteristics. For example, in GDR, people who have completed 8-year secondary schools can enter agricultural vocational schools, and those who have completed 10 secondary schools can enter higher agricultural schools or agricultural colleges. There are three different forms of secondary agricultural education in Poland: one is an agricultural school for young people who receive compulsory education, and no certificates are issued; One is agricultural basic schools, which mainly train managers and skilled technicians; One is secondary agricultural schools, some take graduates from eight-year ordinary schools as training objects, and some mainly train graduates from agricultural schools and agricultural basic schools. Students can enter agricultural colleges and universities after graduation. Romania almost implements 12-year vocational secondary education, of which agricultural vocational and technical schools account for about 2 1%. Senior agricultural vocational middle schools mainly train skilled workers and can apply for agricultural universities after graduation; Students in ordinary agricultural vocational middle schools can get the title of "Master" after graduation, but they can't directly apply for universities. Besides China, Indian is also a representative. Before 1960s, agricultural education in China was still relatively backward. After 1949, the Indian government began to establish "rural universities" in various States in the form of American land-grant colleges. The first agricultural university was established in Pantnaga, Uttar Pradesh in 1960, and now it is renamed as Agricultural Technology University. Since then, such universities have been established in many other states. After 1960s, with the development of "Green Revolution", some developing countries gradually formed a set of formal agricultural education system and agricultural vocational training network in senior high schools. In addition, "new technology training centers" and "extension training centers" have been widely established to provide technical extension education to agricultural workers; Rural women and youth can participate in various agricultural development training courses.