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When the teaching quality evaluation system is implemented in many schools, it takes student performance and practical activities as the core data for the evaluation (Chen, 2021). Obviously, the evaluation of teaching quality is not just a process of entering relevant comments at the end of the term, but a dynamic mode to manage teachers’ business performance and student guidance during school (Dai et al., 2019). The evaluation process for teaching quality is widely discussed due to its complexity and the lack of clear indicators. (Bao & Yu, 2021). Schools have not established a recognized evaluation system for the evaluation of teaching quality. In addition to the main evaluation, the evaluation standard should also be another evaluation, self-evaluation, and various types of comprehensive evaluation. The evaluation methods tend to be diversified, and the evaluation mode is based on systematization (Yang et al., 2015). This evaluation method can better reflect the comprehensive evaluation of teaching quality and comprehensively measure and evaluate a teacher’s teaching quality.
Application-oriented colleges and universities should embody the word “application” more in discipline development, professional structure, curriculum, teaching content, and other aspects to cultivate high-quality application-oriented talents with strong social adaptability and innovative consciousness (Shi, 2019). Agricultural modernization is developing synchronously with new industrialization and urbanization. The key of agricultural informatization lies in talents. The lack of high-quality talents has become the biggest bottleneck in the development of agricultural informatization. To match the development of modern agriculture, agricultural informatization talents should not only have solid professional theory and practical ability but also have the application ability combined with the “three rural” issues, especially the application and development ability of agricultural information technology. Practical teaching is the bridge and link to realize the combination of theoretical knowledge and practical ability (Wu et al., 2021). It plays an important role in developing students’ practical abilities, cultivating innovation ability, and improving comprehensive quality. The practical teaching system can be divided into a broad sense and a narrow sense. The broad sense practical teaching system is a whole composed of practical teaching objectives, content, management, and a condition support system. In a narrow sense, the practical teaching system refers to the practical teaching content system (Zhang, 2021). It is embodied in the teaching plan and revolves around the training objectives of professional talents. Through reasonable teaching settings and reasonable allocation of various practical teaching links, it establishes a teaching content system that complements theoretical teaching. Practical teaching is an important way to cultivate students’ innovative spirit and practical ability, directly affecting the quality of higher education. As the product of the popularization of higher education, the important function of application-oriented colleges and universities is to cultivate high-quality application-oriented talents to meet the needs of social development. Therefore, the construction and implementation of a practical teaching system plays a vital role in cultivating high-quality applied talents (Cai & Wang, 2022).