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Exploration and practice of the integrated ideological and political education model for agricultural public chemistry courses based on curriculum team collaboration and obe concept

Dawei Zhang1,2, Yan Wang1, Song Wang1   

  1. 1 College of Chemistry, Jilin University, Changchun 130012, Jilin Province, China;
    2 National Key Research Base for Textbook Development (Research on Science Textbooks for Higher Education), Changchun 130012, Jilin Province, China
  • Received:2026-03-10 Revised:2026-05-09
  • Contact: Yan Wang E-mail:wangy2011@jlu.edu.cn

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Abstract: In response to the talent training requirements of the New Agricultural Science initiative, the public basic chemistry curriculum group for agricultural disciplines encounters typical deficiencies in ideological and political construction, including disjointed curriculum development, fragmented ideological and political elements, disconnection between knowledge imparting and value guidance, a single evaluation system, and insufficient top-level design. Based on the synergy theory and adhering to the student-centered and outcome-based education (OBE) philosophy, this paper constructs a new ideological and political education model featuring “curriculum group collaboration and four-dimensional integration”. Taking the public basic chemistry curriculum group for agriculture as an organic whole, the model realizes crosscurriculum collaborative education with progressive hierarchical design in the vertical dimension and complementary interconnected layout in the horizontal dimension. A systematic four-dimensional integrated design is implemented covering teaching objectives and content, teaching methods and resources, teaching assessment and evaluation, and teaching team construction. On this basis, the systematic working framework, knowledge system and teaching system for curriculum ideological and political education are established, forming a complete closed-loop education system of “goal orientation, content support, method guarantee and evaluation inspection”. Practical results indicate that the proposed model significantly enhances students’scientific literacy, critical thinking and sense of social responsibility. It provides a referable and replicable practical paradigm for the curriculum-based ideological and political construction of public basic chemistry courses for agricultural disciplines in universities.

Key words: General chemistry for agriculture, Disciplinary basic curriculum group, Outcome-based education, Ideological and political education, Integrated talent cultivation, Curriculum group collaboration