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Research Status of Teaching Reform in Agronomy Majors in China: A Bibliometric Analysis Based on CNKI

Author(s)

Jiahui Liu1,2, Yuguang Wang1,2,3,*

Affiliation(s)

1National Sugar Crop Improvement Centre, College of Advanced Agriculture and Ecological Environment, Heilongjiang University, Harbin, China 2Heilongjiang Sugar Beet Engineering Technology Research Center, College of Advanced Agriculture and Ecological Environment, Heilongjiang University, Harbin, China 3Engineering Research Center of Agricultural Microbiology Technology, Ministry of Education & Heilongjiang Provincial Key Laboratory of Ecological Restoration and Resource Utilization for Cold Region & College of Life Sciences, Heilongjiang University, Harbin, China *Corresponding Author

Abstract

Agronomy majors undertake the important task of cultivating professional talents for food security, modern agricultural development, and rural revitalization in China. In recent years, teaching reform in agronomy has become a research focus in higher agricultural education, involving curriculum construction, teaching methods, talent training modes, and innovation ability cultivation. To systematically clarify the research status, hotspots, and evolution trends in this field, this study conducted a bibliometric analysis based on literature data retrieved from Web of Science. A total of 83 valid publications were obtained through standardized retrieval, screening, and sorting processes. Visualization analysis was carried out from the perspectives of annual publication volume, keyword co-occurrence, research clusters, and research institutions. The results show that research on teaching reform in agronomy majors in China has maintained a continuous growth trend, with research hotspots mainly concentrated in curriculum reform, talent training models, teaching innovation, and the integration of ideological and political education. Three major research clusters were formed, namely curriculum system construction and practical teaching reform, talent training quality improvement under the background of new agricultural science, and information-based teaching and innovation-driven education. At present, the research in this field is highly compatible with national educational strategies and industrial demands, but the cooperation between institutions is relatively limited, and interdisciplinary research needs to be strengthened. This study systematically shows the development context of agronomy teaching reform research, which can provide reference for further research and teaching practice.

Keywords

Agronomy Majors; Teaching Reform; Curriculum Innovation; Talent Training; Bibliometric Analysis

References

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