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1、1Agricultural Economics course subject mode Teaching MethodsPaper Keywords: economics curriculum “topics” mode of teaching methods Abstract: the vast majority of current economics undergraduate students still blind pursuit of theoretical foundation in economics as the focus on the books, studying fo
2、r exams, lack of explanatory power of hot economic phenomenon persists finished and forget “ The teaching methods of the phenomenon. “subject” mode trying to report, from the system of thought, study the attitude of a professional knowledge of teaching and learning, so you can grasp the professional
3、 knowledge of the theoretical basis for the economic management practices and lay a solid foundation. A question raised in the recent years, the day-to-day teaching and management process, many teachers reflect economics students in the class and for the investigation report, term paper, thesis, dis
4、sertation quality paper submission papers are reflected theoretical 2knowledge and access to books and literature of the quantity and quality of students writing time and speed as well as writing attitudes are often inconsistent with the expected effect of teachers, is not satisfactory. students hav
5、e a good basic knowledge of economics theory grasp only applied in the analysis of economic phenomena usually small, do not form a system, of course, this is a lack of training, few students a strong interest in the discipline, and by the mid-term exam, final exam test must Most of not mastered thro
6、ugh the students interest in research, teaching content to digest. This paper to explore innovative teaching methods based on the “subject” mode. teaching the main purpose of this study is based on agricultural economics teaching explore how good theoretical economics applied to the reality of the e
7、conomics analysis, the ability to further cultivate economics students to analyze economic phenomena. study how students better grasp of the knowledge of the course, in the experience of absorption and integrated 3case teaching method, course discussion method on the basis of the “subject” mode in A
8、pplied Economics. The 2 existing undergraduate courses teaching the existing problems in the teaching process of the agricultural economics, there are the following aspects of the problem. First of all, the teaching process still mainly lecturing, and secondly, the content of the lectures is still s
9、ystem in accordance with the content of the textbooks, including theoretical analysis and policy interpretation, at the same time, teach process interspersed case of actual cases, as well as teachers, research, etc. Finally, the examination content is based on the syllabus terms, still mainly in the
10、 written final exam teaching, from a number of aspects in the teaching environment reflects some of the deficiencies of the teaching methods, of course, here is a summary of some of the defects may not be the root cause of teaching methods, may be the students learning method or learning attitudes a
11、nd hobbies, but that play a crucial role in the teaching methods of professional courses for the students interest in learning, mastery of theoretical 4knowledge as well as the return of the current agricultural policy. Based on this idea, the following summarize the current teaching undergraduate c
12、ourses First, the students still follow the book knowledge, the blind pursuit of book knowledge, of course, the purpose of the pursuit of diverse, some students are habitual textbook learning, intends to use the textbook word down to grasp, some students in order to meet the final exam is the vast m
13、ajority of students through classroom learning and after-school refresher can have a good grasp of theoretical knowledge of agricultural economics, however, if some actual case or research practical problems to the students to analyze, understand strange given, and there is no knowledge of economics
14、 and agricultural economics and other related explanation, just on the Phenomenon of the phenomenon. abilities of students is very weak, some teachers led to go out research usually reflect this problem, a lot of students in a very skilled knowledge of the theoretical knowledge learned in practice t
15、o be able to forget, for example, several senior economics undergraduate school teachers in rural areas as part of the research, even if teacher 5speaking to a research problem in a very thorough, and they still do not understand the meaning of the “non-agricultural activities, because the farmers t
16、o give them all the answers to impossible to find in the books accurately corresponding Answers. “Subject” mode of teaching content and implementation significance in this article about “issues” does not refer to the vertical and horizontal issues of our national social sciences, natural sciences, or autonomous regional planning office, the Department of Education, but rather a case teaching, but with Case teaching some minor diffe
