为培养农业工程类高素质人才，本文以农业生态工程技术课程中“作物立体共生技术”知识点为研究对象，进行线上线下混合式教学模式的探索实践，贯彻“教中做，做中学”等教育理念，将信息化教学手段贯穿整个教学过程。具体来说，基于“教中做，做中学”和以学生为中心的教育理念设计教学方案，结合企业生产实际设计学习任务，采用学生自主学习、课后研究性学习与教师知识传授相结合的教学策略，锻炼学生自主分析能力；将信息化教学手段融入课前、课中、课后教学环节。课前，教师通过线上平台发布学习任务清单，学生小组完成课前任务；课中，教学侧重实验操作和实践技能的培养，按照小组分配学习任务，统一设置样点，分头进行耕地与整地质量检查等活动；课后，教师设置讨论区，学生小组抢答互动，形成评价意见，教师评阅形成评阅意见。实践表明，该教学模式充分利用线上教学的灵活性和线下教学的实践性优势，实现了理论教学与实践操作的有机结合，有效提高了教学效率与质量，学生学习兴趣和综合能力得到一定提升。本文为农业生态类课程教学改革提供参考。

To cultivate high caliber professionals in agricultural engineering, the knowledge point of “crop stereoscopic symbiosis technology” in Agricultural Ecological Engineering Technology course was taken as the research object, a mixed online and offline teaching model was explored and practiced, educational concepts such as “teaching by doing, learning by doing” were implemented, and information technology teaching methods throughout the entire teaching process were integrated. Specifically, based on the educational philosophy of “teaching by doing, learning by doing” and student-centered approach, a teaching plan was designed. Learning tasks were designed in conjunction with the actual production of enterprises, and a teaching strategy that combined student self-learning, post class research-based learning, and teacher knowledge imparting was adopted to exercise students’ ability to analyze independently; information-based teaching methods were integrated into pre-class, in-class, and post-class teaching processes. Pre-class, teachers release a learning task list through online platforms, and student groups complete pre class tasks; in-class, teaching focused on the cultivation of experimental operations and practical skills. Learning tasks were assigned to groups, sample points were set up uniformly, and activities such as checking the quality of farmland and land preparation were carried out separately; post-class, the teacher set up a discussion area for student groups to answer and interact, forming evaluation opinions, and the teacher reviewed and formed evaluation opinions. Practice has shown that this teaching model fully utilizes the flexibility of online teaching and the practical advantages of offline teaching, achieving an organic combination of theoretical teaching and practical operation, effectively improving teaching efficiency and quality, and enhancing students’ learning interest and comprehensive abilities to a certain extent. This article provides a reference for the teaching reform of agricultural ecology courses.