the development status and thinking of the higher vocational colleges’ agriculture—related majors

1、<p>　　The Development Status and Thinking of The Higher Vocational Colleges’ Agriculture—related Majors</p><p>　　Abstract. With the development of modern agriculture， the requirement of agricultural tal

2、ents is increasing. As the important training base of the agricultural talents， higher vocational colleges shoulder the responsibility of cultivating the agricultural talents， and the development of plays an important ro

3、le in the field of agriculture. This paper firstly elaborated the development status of higher vocational colleges’ agriculture-related majors in the new situation， and analyzed the reasons o</p><p>　　Key wo

4、rds： Higher vocational colleges； Agriculture-related majors； New countryside construction； Linear model </p><p>　　1 Introduction </p><p>　　China is a large agricultural country， the agriculture

5、is the basic industry of the national economy in China， the development of agriculture is not only related to the development of the national economy， but also a direct impact on people's living standards. In the fac

6、e of the development status of China's agriculture， the cultivation of the agricultural talents is increasingly important， it is only to meet the needs of agricultural talents and improve the professional skills and

7、the comprehen</p><p>　　2 Analysis on the current development status of the agriculture-related majors in the higher vocational colleges </p><p>　　2.1 The negative concept of the agriculture-rela

8、ted ideology </p><p>　　The students of agriculture-related majors in the higher vocational colleges are mostly from the rural areas， after about 30 years of reform and opening up， China’s agriculture and rur

9、al economy has had considerable development， but the differences between industry and agriculture， between urban and rural areas， and between manual and intellectual labor are far from being eliminated， agriculture and r

10、ural areas are still linked with the “weak” and “backward”； the rural infrastructure and living </p><p>　　Since the enrollment expansion in universities， from the whole aspect of students in higher vocationa

11、l colleges， the admission scores， admission registration rate and cultural qualities of the newborn were comparatively low[4]. Because the incomplete training conditions and the teaching practice couldn’t keep up with th

12、e training needs of vocational schools， so it was difficult to improve students’ comprehensive quality， and it couldn’t rely on high quality students to win the favor of the agric</p><p>　　Fig. 1. The curren

13、t “three low” characteristics of the students in the higher vocational colleges </p><p>　　As shown in Figure 1， the low admission score is an indisputable fact， in recent years， because the number of the nat

14、ional colleges and universities is gradually increasing， the constantly extending enrollment appears in the society， the phenomenon of dropping the points to admit students is a common occurrence in the admissions proces

15、s， in particular the admission score of the higher vocational colleges is dropping lower and lower， in recent three years， the admission score of the agriculture-r</p><p>　　As shown in Figure 2， in Nanchong

16、Professional technic College， the highest cultural admission score of the non-agriculture-related majors in 2011was 495， the lowest points was 162； the highest score of the ordinary high school was 434， the lowest points

17、 was 176； the highest score of agriculture-related majors was 432 points， the lowest points was 192. There was a great disparity of the cultural admission scores of the freshmen （including the agriculture-related majors）

18、 in the higher vocational </p><p>　　Fig. 2. The admission scores of the Nanchong Professional technic College in 2011 </p><p>　　2.3 The obvious phenomenon of “l(fā)eaving from the agriculture”， “get

19、ting rid of the agriculture” of the major setting </p><p>　　The conference of “National Higher Agricultural Education Development Strategy Seminar” was held in May 2009 in Wuhan， and Liang Tiangeng talked ab

20、out his speech： “The major setting of agricultural colleges is lack of specificity， and it has certain distance of the requirement of the market. It even caters to people's hearing， but it doesn’t fundamentally chang

21、e the major setting.” The major setting of the higher vocational colleges often fails to penetrate into the actual production and to unde</p><p>　　At present， with the development of market economy， China

22、9;s agricultural technology has obtained the unprecedented progress， various forms of rural development has come to the fore， at the same time of the optimal adjustment of agricultural structure， the promotion and applic

23、ation of agricultural technology has become the important problems of the agricultural development. It has three factors and they are shown in the following Figure. </p><p>　　Fig. 3. The main elements of the

24、 development of the agriculture-related majors in the higher vocational colleges </p><p>　　As shown in Figure 3， the main elements of the development of the agriculture-related majors in the higher vocationa

25、l colleges are： the first is the reorganizations of students themselves； the second is the major setting， employment orientation and admittance publicity of the higher vocational colleges； the third is the existence of t

26、he profound social reason， and it is the social cognition. In recent years， the higher vocational education of agriculture in China has achieved great development， </p><p>　　As shown in Figure 4， the reasons

27、 of the agricultural vocational education’s students facing the difficulties include three aspects： the subjective reason， the social reason and the reason of the colleges[6]. The subjective reason mainly is the Chinese

28、people's prejudices against the traditional ideas and agricultural education， students are deeply influenced by traditional ideas； a huge section of farmers are for the immediate benefits to abandon the learning of c

29、ultural knowledge and science a</p><p>　　Fig. 4. The reasons of the souse of students facing the difficulties in the agricultural vocational education 　　4 Analysis on the development strategy of agricultura

30、l vocational education </p><p>　　The optimization education problems exist in the development field of higher vocational education in agriculture. And as a special branch of mathematics， the optimization met

31、hod has a widely practical application background. The typical optimization model can be described as the following form[7]： </p><p>　　The represents a set of decision variables， usually gets values in the r

32、eal domain ， the function of the decision variables is the objective function of the optimization model； it is based on the needs of the local regional economic development to expand the educational ideas and do well in

33、the agriculture-related majors， it also actively explores the training mode that is suitable for cultivating the skilled agricultural talents that have the high quality， in accordance with the scientific， inf</p>

34、<p>　　In this case， the equation or inequality 、 of the decision variables in the model is the constraint condition， the agriculture-related professional teachers in the school have regular and irregular continuous

35、education and training， this can make them acquire the new knowledge， new technology， new skills in a timely manner. At the same time it can hire the specialists and technical experts that have experience， the good promo

36、tion of agricultural science and technology and the overall agricultura</p><p>　　The （global） optimal solution of the optimization model ， if it meet the condition： when ， there always has ， then the value o

37、f the objective function at the situation of is the （global） optimal value of the optimization model ； professional farmers are the rational economic men that put the agriculture as an industry to conduct business， and m

38、ake full use of market mechanisms and rules to get paid and expect to realize the maximize profits. Compared with the traditional farmers， new professiona</p><p>　　The （global） optimal solution must be the l

39、ocal optimal solution， but the converse is not true， the relationship can get reflection from the following Figure： </p><p>　　Fig. 5. The countermeasures optimization of the development of the agricultural h

40、igher vocational education </p><p>　　As shown in Figure 5， the countermeasures optimization of the development of the agricultural higher vocational education need to adopt the following operations， the firs

41、t is to have cooperation with the local governments to strengthen the management and incentive of the rural practical talents， each district is based on its own reality to have correct number of the practical talents in

42、the area， classify and establish the archives[12]. Second， we will improve the mechanism， clear the channels o</p><p>　　In order to shoulder the burden of cultivating the agriculture talents， each higher voc

43、ational college must combine with the current situation of the agricultural professional and have consideration from the many-sided factors to construct appropriate mathematical model， collect a large number of reliable

44、practical information， and have deep analysis on the multiple problems. The colleges are based on the practical experience of higher vocational teaching to put forward the initial idea of the r</p><p>　　Refe

45、rences </p><p>　　1. Di Weimin， Tian Yuemei. Practice and enlightenment of innovation and development of agriculture-related major in the vocational colleges under the new situation. Hebei agricultural scienc

46、es， 2010（04）：66-69 </p><p>　　2. He Hongwei， Feng Nan. Summary of development strategy symposium of higher agricultural education .The township economy， 2009 （06）：23-25 </p><p>　　3. Zhang Xingjun

47、. Study on the phenomenon of “l(fā)eaving from the agriculture” in the agricultural institutions . Half-monthly talking， 2011 （01）：17-19 </p><p>　　4. Jing Qinling. Research on employment issues of the agricultur

48、al vocational graduates .Northwest agriculture and forestry university of science and technology， 2010（3）：48-50 </p><p>　　5. Chengdu municipal government. In Chengdu nearly 150 students of agriculture-relate

49、d majors registered and studied on free tuition in colleges yesterday. Sichuan province people's website， September 2， 2011 </p><p>　　6. Guo Wenfu， Zhang Chen. The coordinated development of vocational e

50、ducation and industry based on the agriculture-related majors in the higher vocational colleges .Discussions of vocational education， 2011（31）：18-21 </p><p>　　7. Ministry of Agriculture. Views on the impleme

51、ntation of the rural utility personnel training “the plan of million secondary school students”， 2005 </p><p>　　8. Zhang Taolin. Speed up to form the cultivating system and measures policies of the new profe

52、ssional farmers. Website of the Ministry of Agriculture， 2012（3）：34-37. </p><p>　　9. Zhang Wangjun. The thinking of how the agriculture-related majors in the higher vocational colleges walk out the developme

53、nt predicament .Journal of Nanchang University，2012（2）：33-35 </p><p>　　10. Zhang Jinliang. Discussion of the development status and introspection of agriculture-related majors in the higher vocational colleg

54、es.Journal of Southwest University，2011（09）：59-62 </p><p>　　11. Jia Huaiqin. The data， models and decision-making.Foreign economic and trade university press， 2009：417-420 </p><p>　　12. Kem-Laur