【摘要】 针对农业水利工程专业教学改革中存在的理念滞后、课程思政案例少且融合度低、动态反馈机制不完善以及持续改进未形成闭环等问题，聚焦“农工交融”人才培养目标，从跨学科课程思政建设、协同化教学团队构建、数字化教学质量监控、多渠道反馈收集及动态化持续改进五个维度，系统探索了改革实践路径.课程思政方面，构建了“知识联动-方法协同-价值共生”的跨学科体系，将思政元素与农学、生态学等学科知识交叉融合；教学团队建设方面，通过跨课程、跨学科协作及行业专家深度参与，强化课程思政实施能力；教学质控方面，依托超星泛雅平台建立了“教-学-练-评”全环节数字化管理体系，推动教学从“经验判断”向“数据实证”转变；反馈与改进方面，形成了“学生评教-内部评议-行业认证-社会反馈”的四维机制，精准捕捉教学改进需求，并据此制定针对性改进措施，将反馈问题转化为具体改进行动.实践结果表明，学生实践满意度从73%提升至85%；在AI技术应用实践中学生创作的典型模型识别准确率达92%；用人单位对毕业生专业技术应用能力与职业素养的综合满意度评分为4.52分(5分制)，实现了专业教育与价值引领的协同发展.该研究对农业水利工程专业复合型人才培养模式的改革具有参考价值.更多还原

【Abstract】 Addressing the existing problems in teaching reform of the agricultural water conservancy engineering education, including outdated pedagogical concepts, insufficient curriculum ideological and political(CIP) cases with low integration, incomplete dynamic feedback mechanisms, and the absence of a closed-loop continuous improvement process, this study focuses on the talent cultivation goal of “agriculture-engineering integration”. A systematic exploration of reform pathways was conducted from five dimensions: interdisciplinary CIP construction, collaborative teaching team development, digital teaching quality monitoring, multi-channel feedback collection, and dynamic continuous improvement. In terms of CIP, an interdisciplinary system of “knowledge linkage-method synergy-value coexistence” was constructed, cross-integrating ideological and political elements with knowledge from agronomy, ecology, and other disciplines. Regarding teaching team development, CIP implementation capacity was strengthened through cross-course and cross-disciplinary collaboration as well as deep involvement of industry experts. For teaching quality control, a full-process digital management system covering “teaching-learning-practicing-evaluating” was established on the Chaoxing Fanya platform, driving the transformation of teaching from “experience-based judgment” to “data-driven evidence”. In terms of feedback and improvement, a four-dimensional mechanism of “student evaluation-internal review-industry accreditation-social feedback” was formed to precisely capture teaching improvement needs, based on which targeted measures are developed to translate feedback issues into concrete improvement actions. The results demonstrate that student practice satisfaction increased from 73% to 85%; the recognition accuracy of typical models created by students in AI technology application practice reached 92%; and employers rated the comprehensive satisfaction of graduates’ professional technical application ability and professional competency at 4.52 out of 5, achieving the coordinated development of professional education and value guidance. This study provides reference value for the reform of compound talent cultivation models in the agricultural water conservancy engineering education.更多还原