第一章分析了现代农业教育在中国产生的背景，主要内容包括晚清时期的社会危机，传统农业的成就与面临的挑战，晚清兴教与兴农思想。第二章以教育思想和学制的重大变迁与变革为主线，从宏观的角度将100年农业教育史分为四个发展时期，分别是肇始时期（从清末到1922年）、体系创立时期（1922—1952年）、计划经济体制下的农业教育（1952—1978年）、改革开放后农业教育的发展（1978年到现在），并分析了不同历史分期的特点和分期的依据。第三章则分六个方面分别进行了系统的梳理，具体包括了100年教育思想、教育制度的演变与创新，农业教育规模的变迁，专业设置与课程体系的演变，师资队伍的变化，科研与推广体系的变迁，学术交流与合作的发展；采用大量的图表动态描述了一个世纪的变迁脉络，为进一步分析、对比与研究打下基础。第四章运用了教育社会学、教育经济学、统计学与教育学等方法与原理，从政治与社会因素的影响，经济因素对农业教育的牵引与制约，科技进步对农业教育的推动，教育自身发展规律的作用等几个方面，分析了100年农业教育几次重大变迁的动因；在经济因素与学生规模变迁两者关系上尝试运用了相关度测评与分析，量化研究加深了分析问题的力度。第五章为比较研究观中的中外农业教育，横向方面：分别介绍了国外高等农业教育发展的道路与特点、国外从业农民的教育与培训，从中外比较的角度提出国外的成功经验对我国农业教育发展的借鉴；纵向方面：从历史纵向发展的比较分析研究出发，提出了八点重要的历史启示。第六章分析了现阶段中国农业教育的存在问题，阐述了面向未来我国农业教育面临的形势，可谓机遇与挑战并存，在此基础上，提出新世纪中国农业教育发展的战略措施与思考。
写的一个ABSTRACT
马上要交了
自己水平有限
而且晚上家里还有事
没时间慢慢翻字典了
滚求帮忙
如果不是机器翻的那种半通不通的还有追加
谢谢了
參考答案:First chapter has analyzed the modern agricultural education thebackground which produces in China, the main content including thelate clear time social crisis, the traditional agriculture achievementwith the challenge which faces, late clear is popular teaches with topromote agriculture the thought. Second chapter take educates thethought and educational system significant vicissitude and thetransformation as the master line, divides into from the macroscopicangle 100 years agricultural history of education four developmenttimes, respectively is initiates the time (from end of the Qing after1922), the system establishment time (1,922 - 1952), under the plannedeconomy system agricultural education (1,952 - 1978), the reform andopen policy the agricultural education development (1978 to thepresent), and has analyzed the different historical by stagescharacteristic and the by stages basis. Third 章则 divided sixaspects separately to carry on system combing, specifically hasincluded 100 years education thought, the educational system evolutionand the innovation, agricultural education scale vicissitude,specialized establishment and curriculum system evolution, teacherstroop's change, scientific research and promoted system vicissitude,academic exchange and cooperation development; Used the massive graphsdynamic to describe a century vicissitude vein, for further analyzed,the contrast and the research builds the foundation. Fourth chapterhas utilized method and the principle and so on educational sociology,economics of education, statistics and pedagogy, from political andthe social factor influence, the economic agent to agriculturaleducation towing with the restriction, the advance in technology tothe agricultural education impetus, educates own law of developmentthe function and so on several aspects, has analyzed 100 yearsagricultural education several significant vicissitude agents;Attempted in the economic agent and in the student scale vicissitudetwo relations utilizes the correlation to evaluate after testing withthe analysis, the quantification research deepened the analysisquestion dynamics. Fifth chapter for comparison research view inChinese and foreign agricultural education, crosswise aspect:Separately introduced the overseas higher agricultural educationdevelopment path and the characteristic, overseas are employedfarmer's education and training, proposes the overseas successexperience from the Chinese and foreign comparison angle to ourcountry agricultural education development model; Longitudinal aspect:Embarked from the historical longitudinal development comparativeanalysis research, proposed eight point of important historicalenlightenment. Sixth chapter has analyzed the present stage Chinaagricultural education existence question, elaborated will face thesituation face the future our country agricultural education, it maybe said the opportunity and the challenge will coexist, in thisfoundation, will propose the new century China agricultural educationdevelopment strategic measure and the ponder.
不好意思，翻的不太好，不会的只好用汉字了
