In the age of big data,big data professionals with craftsmanship spirit are urgently needed in many industries.As an important position for cultivating high-quality big data professionals,big data technology major in higher vocational education has great significance in integrating craftsmanship into the ideological and political construction of professional courses.At present,the top-level design,ideological and political construction and effect of major cores are in urgent need of reform.The top-level design which takes the completion process of graduation design as the chain,can optimize the methods of ideological and political construction for the courses in different forms of teaching stages,such as classroom education,experimental training,graduation design,etc.The cooperated assessment and evaluation indicators,which integrate the spirit of craftsmanship,will promote students'craftsmanship spirit of pursuing excellent results and innovation.

随着教育实践的发展，强调共同的愿景、合作的学习、共享的资源以及互通的交流为内涵的学习共同体的理念被广泛接受和运用。针对目前高等农业院校公共管理研究生案例教学中教学素材的匹配性不强和教学设计的适用性不够这两个制约瓶颈，提出构建案例教学共同体，完成实践与知识、问题与知识、情境与知识的链接，整体性发展研究生案例教学体系。以“知识链接”为基本目标，以“资源开发”为切入点，解决案例教学素材匹配性问题，以“主体转换”为基础点，解决案例教学设计适用性问题，以“教学赋能”为增长点全面利用新教学技术优化案例教学流程，完成教学改革体系构建。通过“指路子”选准切入点，“搭台子”夯实基础点，“树梯子”落实增长点完成教学改革路径选择，从而实现基于共同使命和愿景的案例教学共同体的构建。

随着教育实践的发展,强调共同的愿景、合作的学习、共享的资源以及互通的交流为内涵的学习共同体的理念被广泛接受和运用.针对目前高等农业院校公共管理研究生案例教学中教学素材的匹配性不强和教学设计的适用性不够这两个制约瓶颈,提出构建案例教学共同体,完成实践与知识、问题与知识、情境与知识的链接,整体性发展研究生案例教学体系.以"知识链接"为基本目标,以"资源开发"为切入点,解决案例教学素材匹配性问题,以"主体转换"为基础点,解决案例教学设计适用性问题,以"教学赋能"为增长点全面利用新教学技术优化案例教学流程,完成教学改革体系构建.通过"指路子"选准切入点,"搭台子"夯实基础点,"树梯子"落实增长点完成教学改革路径选择,从而实现基于共同使命和愿景的案例教学共同体的构建.