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Research on Reconstruction of Interdisciplinary Water Conservancy-Agriculture Curriculum System Serving Cold Region Agricultural Reclamation Modernization under the Background of New Agricultural Sciences

Author(s)

Yuxuan Wang1,*, Sisi Liu2, Yanyu Lin1, Wei Jiang1, Wanshu Zhang1, Xu Han1

Affiliation(s)

1College of Civil Engineering and Water Resources, Heilongjiang Bayi Agricultural University, Daqing, Heilongjiang, China 2Daqing Bureau of Agriculture and Rural Affairs, Daqing, Heilongjiang, China *Corresponding Author

Abstract

Driven by the dual national strategies of food security and rural revitalization in the new era, the modernization of agricultural reclamation in cold regions places new compound and systematic demands on the knowledge structure of engineering technical talents. Nevertheless, the long-term separated operation of hydraulic engineering and agricultural engineering disciplines in agriculture-related universities, alongside isolated curriculum systems, has led to a widespread knowledge fragmentation dilemma in talent cultivation: water conservancy professionals lack agronomic knowledge, while agronomy practitioners have limited understanding of water conservancy. This gap hinders effective solutions to complex engineering problems unique to cold regions, including frozen soil hydrology, crop cold resistance physiology, and black soil protection. Against the backdrop of new agricultural sciences construction, this study takes serving the modernization of cold region agricultural reclamation as the orientation, systematically proposes and practices a reconstruction scheme for an integrated water conservancy-agriculture interdisciplinary curriculum system. Centering on the top-level educational design concepts of shared basic courses, interdisciplinary teaching modules and integrated practical training, and guided by the Outcome-Based Education (OBE) philosophy, this study proposes a refined curriculum development scheme. The core objective of this scheme is to cultivate students with a typical T-shaped knowledge system, which integrates solid professional competencies and comprehensive interdisciplinary literacy. In terms of curriculum system construction, this research establishes a three-layer pyramidal curriculum matrix. The system is composed of a broad basic course platform with four fundamental modules, targeted interdisciplinary core modules covering three key research directions, and flexible extended elective courses for ability improvement. In the practical implementation stage, this study sorts out the progressive logical relationship between pre-courses and subsequent courses via visualized curriculum schedule diagrams. Combined with typical cold-region engineering practices represented by the irrigation district projects in Sanjiang Plain, the project-based learning mode is fully applied in teaching practice. Meanwhile, a compound teaching team consisting of dual-qualified university teachers and enterprise industrial mentors is constructed to support interdisciplinary teaching. The above strategies effectively bridge the gap between theoretical learning and practical engineering application. Practical teaching results indicate that the optimized curriculum system can significantly enhance students’ capabilities in interdisciplinary concept discrimination, complex engineering system design and innovative engineering practice. High student evaluation scores and positive employer feedback also verify that the optimized teaching mode can greatly improve students’ post-adaptability. This research provides a feasible and replicable practical reference for promoting the in-depth reform of engineering education under the background of cold-region agricultural modernization.

Keywords

New Agricultural Sciences; Cold Region Agricultural Reclamation; Hydraulic Engineering; Agricultural Engineering; Curriculum System Reconstruction.

References

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