Teaching Reform Practice of Vegetable Seed Production Technology Course: Based on the Integration of "Practice-Theory" School-Enterprise Collaborative Training Model

Abstract

Vocational education serves as a critical pathway for cultivating high-skilled talent and supporting regional economic development, with its core focus being the refinement of students' practical abilities. To address the longstanding issues inherent in the traditional "Vegetable Seed Production Technology" course, the teaching team engaged in deep collaboration with leading industry enterprises. Guided by the core philosophy of "practice-theory" integration, they conducted systematic teaching reforms. This study deconstructed and reconstructed typical work task modules based on authentic production scenarios through in-depth enterprise research; innovatively implemented a cyclical teaching model featuring the "field-based classroom" and "dual-teacher joint guidance"; and established a multidimensional assessment system and incentive mechanism integrating process evaluation and outcome evaluation. Reform practices demonstrate a significant improvement in student skill assessment pass rates, a marked enhancement in job suitability and professional identity, and the concurrent impetus for the growth of teachers' practical teaching abilities, thereby fostering a positive ecology of "mutual development in teaching and learning, and shared success for both school and enterprise". This model provides a replicable practical pathway for agricultural higher vocational programs to resolve the disconnection between industry and education, effectively contributing to the quality and efficiency of skilled talent cultivation.