A few days ago, some media quoted the Ministry of agriculture and rural areas as saying that the Ministry of agriculture and rural areas will work with relevant departments to strengthen vocational education in the field of agriculture, guide agricultural and rural departments in various localities to make good use of educational resources such as vocational colleges, accelerate the training of high-level technical and skilled personnel, and provide talent support for comprehensively promoting rural revitalization. The key to Rural Revitalization lies in people. Cultivating new-type professional farmers who "understand agriculture, have culture, have high technology, can manage and operate well" is an urgent need for the construction of modern agricultural talents. It is also a key measure to solve the "three rural" problems, improve agricultural and rural labor productivity and promote rural revitalization. In the context of rural revitalization, agricultural vocational education has made great achievements, but it also faces major challenges. In recent years, China's agricultural vocational education has made great progress, but there is still a certain gap compared with the need to comprehensively promote rural revitalization. At the macro level, China has not yet established a complete modern agricultural vocational education system, and there are disjointed, faulted or repetitive phenomena in agricultural vocational education. In particular, agricultural vocational education at undergraduate level and above has become an obvious weakness, which limits the growth space of various agricultural technical talents and restricts the cultivation of high-level agricultural innovative talents. At the micro level, there are many puzzles and challenges, such as low recognition of agricultural vocational education, poor student resources, insufficient ideological education of "loving agriculture" and serious brain drain; Lack of capital investment, poor hardware conditions, obvious shortage of practical teachers, difficult to meet the requirements of students' practical ability training; The specialty setting is obsolete, the cooperation between schools and enterprises is superficial, and the construction of practice and training platform lags behind. In order to better empower rural revitalization, we need to build a systematic agricultural vocational education system. We should not only establish an agricultural vocational education system that integrates academic education with vocational training and connects the county and village levels, but also scientifically arrange the specifications, echelons and structures of personnel training such as secondary vocational education, higher vocational education, application-oriented undergraduate and high-end professional degree graduate students. We will strive to open up and expand the growth space and development channels for all kinds of technical and skilled personnel at all levels, and fully meet the needs of "three rural" development for different levels of technical and skilled personnel. It is imperative to integrate agricultural vocational education with general higher education. Agricultural vocational education has its own distinctive characteristics, that is, agricultural technical skills education. However, with the increasing complexity of modern industrial technology, the scientific support behind it needs to keep up, so the theoretical teaching of vocational education needs to be strengthened. In order to cope with the rapid development of career changes in the future, vocational education also needs to improve students' thinking ability. Previously, the national level issued relevant documents on the development and reform of vocational education, which clearly put forward the requirements of carrying out undergraduate level vocational education and guiding ordinary undergraduate universities to transform into application (Technology) universities. It is imperative to accelerate the integrated development of vocational education and general higher education. Specifically, on the one hand, it is necessary to promote general higher education to integrate relevant non-traditional education resources, develop into a University of Applied Science or a multi-disciplinary technical college, carry out applied undergraduate or postgraduate education, and extend to the integration of applied teaching and industry education on the basis of giving play to the advantages of knowledge and principle teaching. On the other hand, we should promote the extension of some middle-level agricultural vocational education to general higher education